Degree Date

10-23-2024

Document Type

Dissertation

Degree Name

Doctor of Education

Department

Education

First Advisor

Dr. Jana Hennen-Burr

Abstract

From teachers to principals to superintendents, Black women continue to struggle for opportunities to lead in the educational setting. This qualitative, phenomenological study examined the lived experiences of eight Black women who achieved educational leadership positions in K-12 education to understand how their race and gender have informed their personal lives and professional journeys. Participants were obtained via a convenience sample and individually interviewed on four main topics: their perceptions of the impact of race and gender on the availability of contemporary educational leadership positions, their own experiences attempting to secure leadership roles, how stereotypes and biased ideology have affected their hiring and promotion, and how they perceive their leadership to have affected students of color. Interview data were recorded and transcribed, via ZOOM communication was used to assist with identifying common themes within the data. Findings showed that Black women leaders in K-12 educational leadership roles in the Upper Midwest region of the United States of America face significant obstacles when advancing their careers. In addition, research showed that there are numerous stereotypes associated with Black women leaders such as the Angry Black Women stereotype, the Queen Bee Phenomenon and identity shifting. Recommendations for educational policy changed and future research are advanced and implies that systemic changes in hiring and promotion practices for Black women in K-12 leadership positions should be developed and a system of best practices must be applied. And while the findings show that significant changes must be made, the results provided in this study show that the challenges far outweigh the solutions

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