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Examining The Lived Experiences Of Black Female School Principals
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Book Synopsis Examining the Lived Experiences of Black, Female School Principals by : Lawanda D. Mitchell
Download or read book Examining the Lived Experiences of Black, Female School Principals written by Lawanda D. Mitchell and published by . This book was released on 2023-07-17 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: For Black women in leadership positions seeking to find bridges over troubled waters, the journey to safety can often seem turbulent and unstable, especially when working in predominantly white spaces. Access barriers are often inevitable realities for many Black women, including blocked opportunities based on the color of their skin. "Because both their race and gender are beyond the norm in corporate America, black women, like other women of color, face the burden of being "double outsiders" (The Executive Leadership Council & The Executive Leadership Foundation, 2008, p. 9). While many organizations profess to be committed to change and progress, many Black women continue to experience difficulty securing and/or remaining in leadership positions
Book Synopsis A Case Study of the Lived Experiences of Two Nontraditional African American Female Principals in the Mississippi Delta by : Tracey T. Gregory
Download or read book A Case Study of the Lived Experiences of Two Nontraditional African American Female Principals in the Mississippi Delta written by Tracey T. Gregory and published by . This book was released on 2017 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: Through one in-depth semi-structured interview, three on-site observations, and accompanying field notes on each of two African American female school principals under age 40 in the Mississippi Delta, three common themes emerged as part of the intersectionality of the identity markers of race, age, and gender of the interviewees in their career path: 1) pushed into leadership; 2) praying and working through challenges; and 3) mentoring is the way. Additional data from interviewing and observing a third district level administrator who was a former assistant principal was included as additional support for these emerged themes.
Book Synopsis Fiery Passion and Relentless Commitment by : Adrienne L. Gratten Aldaco
Download or read book Fiery Passion and Relentless Commitment written by Adrienne L. Gratten Aldaco and published by . This book was released on 2016 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt: Chronically low performing schools in the United States have required targeted support and interventions to increase student achievement. In recent years, the school turnaround model has emerged as a swift, dramatic, comprehensive approach to implementing interventions in the lowest performing schools (Calkins, Guenther, Belfiore, & Lash, 2007) where incremental school improvement efforts have failed. Such schools require school leaders who demonstrate a sense of urgency and address underperformance with immediacy and targeted actions (Fairchild & Demary, 2011). African American female principals often lead chronically low performing schools that require turnaround efforts (Murtadha and Larson, 1999). However, documented accounts of their lived experiences are extremely limited in scholarly literature (Clemmons, 2012). This research seeks to close the gap in literature on the experiences of African American women principals. Situated in Black Feminism and Black Women's Standpoint Theory, this study redefines what it means to be a Black woman (Collins, 1998) school leader and assesses African American women's shared experiences, perceptions, and how social and oppressive constructs impact their lives and leadership. This research also critiques the educational system and the turnaround model through the lens of Black women leaders' experiences in order to spark new thinking and new approaches to address chronically low performing schools and bring awareness to the potentially oppressive structures which African American women educators experience as leaders. Furthermore, this research examines how Black women principals determine their identities, function as leaders, and overcome obstacles to be inspirational and successful school leaders of turnaround model schools. Turnaround principals in this study have courageously, selflessly, and voluntarily worked in grim educational situations, and they have all prevailed. This research reveals the women have focused on a growth mindset, relationship building, and ownership and accountability to drive school turnaround. However, at the core of their leadership is an endless passion and unwavering commitment to providing a quality education for all children. The results of this study have implications on education policy, policy-makers, and school turnaround practices.
Book Synopsis A Qualitative Study of Lived Experiences of Black Women in Leadership Positions in K-12 Educational Settings by : Shukri Olow
Download or read book A Qualitative Study of Lived Experiences of Black Women in Leadership Positions in K-12 Educational Settings written by Shukri Olow and published by . This book was released on 2021 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Women, particularly African American women, have continued to obtain certifications and fulfill degree requirements, yet are underrepresented in K-12 leadership positions (e.g., administrators, principals, and positions of superintendency; Glass & Franceschini, 2007). This qualitative research study focused on lived experiences of African American/Black women in leadership positions in school districts in the region of King County, Washington. Three research questions guided the study and centered around participants' lived experience in K-12 leadership positions, factors that contributed to the continued engagement of African American/Black women in K-12 leadership roles, and the extent to which an organization's culture and espoused values impacted the career progression of African American/Black women. Critical race theory, Black feminist thought, and representative bureaucracy were used as frameworks to better understand participants' lived experiences as principals and administrators"--Abstract.
Book Synopsis At the Intersection of Gender and Race by : Andrea M. Haynes
Download or read book At the Intersection of Gender and Race written by Andrea M. Haynes and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the "lived experiences" related to race, gender, and the construct of time for five African American female elementary principals. The study specifically explored the intersectionality of race and gender. Through a qualitative phenomenological framework, the study aimed to research the implications of race and gender, at a specific point in time, for African American females in the elementary principalship. A phenomenological research method, that included semi-structured interviews, was employed to capture the essence of the participants' stories and to fully understand their common experiences. Critical Race theory and Feminism theory were used as an intersecting lens for theoretical framework. Although each woman's experience was unique, commonalities and collective themes were found and exposed as part of this study. The female participants in the study confirmed that race and gender influence their historical and present-day journey as school leaders. Three central themes were generated from their stories: 1. The "Super Disciplinarian vs. the Master Relationship builder", 2. Working twice as hard for half the recognition. Learning to play the game, and 3. Brave enough to be broken -- Resiliency and Perseverance. Through an examination of the central themes, along with a data analysis congruent with the literature review, the researcher posed three key findings in the concluding chapter, The key findings provide for a synthesis of the data and set the stage for implications for theory development and current practices. The African American female educational leaders in this study demonstrated perseverance and resilience as they rise above society's low expectations for them and take their place at the table of school leadership.
Book Synopsis A Phenomenological Study of the Lived Experiences of African American Female School Leaders in Suburban School Districts by : Armentress Denise Robinson
Download or read book A Phenomenological Study of the Lived Experiences of African American Female School Leaders in Suburban School Districts written by Armentress Denise Robinson and published by . This book was released on 2013 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to explore and gain an in-depth understanding of the personal, professional, and sociocultural experiences of African American female school leaders in suburban school districts. These school districts were identified as suburban locations because of low to no student poverty, stellar performances on standardized tests, high graduation and college going rates, and champion academic and athletic team honors. This qualitative study employed a phenomenological design to allow the researcher the opportunity to investigate and gather data through open-ended, face-to-face, one hour interviews with study participants. Three theoretical frameworks---critical race theory, racial identity development theory, and black feminist thought theory---were utilized for this qualitative study. Ten African American female school leaders serving as assistant principals, principals, and central office administrators from four suburban school districts in the southeast region of the United States were involved in this study. Each district was located only miles from a major metropolis. After data analysis, seven themes emerged from the thick, rich descriptions provided through study participants' interviews. The seven themes were (a) race and gender in school leadership, (b) caring for family and self, (c) resilience and spirituality, (d) education and upward mobility, (e) mentoring and networking, (f) effective communication and positive working relationships, and (g) child advocacy and community partnerships. Study participants had a multiplicity of positive and challenging experiences as African American female school leaders. They were resilient and spiritually-grounded which aided them in answering the call to leadership. The study of the lived personal, professional, and sociocultural experiences of African American female suburban school leaders may be helpful to educational researchers and practitioners, colleges and universities, boards of education, school districts, schools, and all African American females who aspire to become school leaders in suburban school districts. By exploring the lives of these school leaders, greater insights may be gained to open the door to this underrepresented population. This research may be valuable for professional development planning and educational leadership programs with the objective of recruiting and retaining more African American female suburban school leaders.
Book Synopsis African-American Principals by : Kofi Lomotey
Download or read book African-American Principals written by Kofi Lomotey and published by Praeger. This book was released on 1989-09-11 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: This groundbreaking study fills a significant gap in educational research literature as it explores the problem of persistent and pervasive underachievement by African-American students in the public schools of the United States. Teacher quality, school resources, socio-economic status of students, cultural relevance of curriculum, and school leadership are a few of the factors that contribute to achievement or the lack of it by these students. Lomotey focuses on the impact of the African-American principal's leadership, its effect on the academic achievement of African-American students, and the day-to-day activities associated with school leadership. An early chapter reviews relevant research focusing on the connection between principal leadership and academic achievement in general. The extracted recurring qualities then form the basis for exploring whether African-American principals in more successful African-American schools possess the specific qualities suggested by the research. Lomotey finds that three additional and important characteristics are shared by his sample of principals: a deep commitment to the education of African-American children; a strong compassion for and understanding of both their students and the local community; and a sincere confidence in the ability of all African-American children to learn. The text is enhanced by two dozen tables that present the information discussed. An early chapter details the study's methodology with an overview and discussion of sampling and measurement procedures. Useful to students of educational administration, African American Principals: School Leadership and Success will also be of value in courses focusing on urban studies, school effectiveness, and school leadership. Black Studies programs addressing African-American education in America will find this a most necessary text. African-American educators--scholars and practitioners--as well as parents, community leaders, and other lay people will profit from the up-to-the-minute insights presented here.
Book Synopsis The Lived Experiences of Black Male Principals in Urban Settings by : Corey D. Grubbs
Download or read book The Lived Experiences of Black Male Principals in Urban Settings written by Corey D. Grubbs and published by . This book was released on 2021 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Before the Brown v. Board of Education (1954) case, Black schools were led by Black principals, who were community leaders and role models held in high regard (Tillman, 2004b). However, this image and perception of the Black male principal began to vanish after the Brown v. Board of Education case decision to integrate schools (James, 1970). This qualitative research study focused on the lived experiences of Black male principals in urban settings. The researcher aimed to hear the voices of Black male principals and learn about leadership from their perspectives, including the context for these principals' challenges, barriers, and supports that contribute to success. This study was conducted using semi-structured interviews, direct observations, and document reviews with five Black male principals who were randomly sampled from the Ohio Department of Education list of Black male principals in urban Ohio. Critical Race Theory, African American Male Theory, and Transformational Leadership Theory were used as frameworks to understand the lived experiences of Black male principals. The results of the study yielded 10 important findings: (1) Pathways for Success; (2) Challenges Poverty/Support; (3) Instructional Leaders; (4) Challenges leading White Staff; (5) Trust; (6) Mentors; (7) Innovation/Finances; (8) Macroaggression; (9) Code-Switching; and (10) Black Male Identity. The voices of Black male principals are shared throughout the study. Implications from this study will benefit educational leaders, school districts, aspiring Black male principals and graduate programs of study in higher education.
Book Synopsis Intersectional Identities and Educational Leadership of Black Women in the USA by : Sonya Douglass Horsford
Download or read book Intersectional Identities and Educational Leadership of Black Women in the USA written by Sonya Douglass Horsford and published by Routledge. This book was released on 2016-04-08 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume examines the educational leadership of Black women in the U.S. as informed by their raced and gendered positionalities, experiences, perspectives, and most importantly, the intersection of these doubly marginalized identities in school and community contexts. While there are bodies of research literature on women in educational leadership, as well as the leadership development, philosophies, and approaches of Black or African American educational leaders, this issue interrogates the ways in which the Black woman’s socially constructed intersectional identity informs her leadership values, approach, and impact. As an act of self-invention, the volume simultaneously showcases the research and voices of Black women scholars – perspectives traditionally silenced in the leadership discourse generally, and educational leadership discourse specifically. Whether the empirical or conceptual focus is a Black female school principal, African American female superintendent, Black feminist of the early twentieth century, or Black woman education researcher, the framing and analysis of each article interrogates how the unique location of the Black woman, at the intersection of race and gender, shapes and influences their lived personal and/or professional experiences as educational leaders. This collection will be of interest to education leadership researchers, faculty, and students, practicing school and district administrators, and readers interested in education leadership studies, leadership theory, Black feminist thought, intersectionality, and African American leadership. This book was originally published as a special issue of the International Journal of Qualitative Studies in Education.
Book Synopsis A World Apart by : Kimberlee Carin Henry
Download or read book A World Apart written by Kimberlee Carin Henry and published by . This book was released on 2016 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this case study was to explore and gain an in-depth understanding of the personal, professional, and sociocultural experiences of Black female administrators in predominantly White schools and districts. These schools and districts were identified according to their population demographics, with White schools and districts being those in which more than 50% of the student body and staff identify with the United States Census Bureau's term White, non-Hispanic. This qualitative study employed a case study design in order to enable the researcher to investigate and gather data through open-ended, face-to-face, 1-hour interviews with study participants. The two main theoretical frameworks utilized for this qualitative study were critical race theory and Black feminist thought. Study participants were Black female administrators serving as assistant principals, principals, and central office administrators from predominantly White schools and districts in the state of Connecticut in the northeast region of the United States. This case study found that, while it is not impossible for Black female educational leaders to have positive experiences in predominantly White schools and districts, the study shows that these Black female administrators have developed cultural fluency and coping strategies that help them overcome negative effects of being double minorities in the workplace. Having no prior experiences with and knowledge of the dynamics of predominantly White schools and districts, Black female leaders may find themselves feeling lost and alone, or culture-shocked when first exposed to the new environment. Exploring the experiences of these leaders and examining these settings from a critical race theory and Black feminist theory perspective provides greater insight into this underrepresented population. The findings regarding the lived personal, professional, and sociocultural experiences of Black female administrators in predominantly White schools and districts may be useful for educational researchers and practitioners, colleges and universities, boards of education, school districts, schools, and all Black females who aspire to become educational leaders within predominantly White schools and districts. In addition, the findings may be valuable for understanding racial relations and the impact of Black female leaders on predominantly White educators and students, and for professional development planning and educational leadership programs.
Book Synopsis No One Hears Me Enough to Act Differently by : Fallon L. Daniels
Download or read book No One Hears Me Enough to Act Differently written by Fallon L. Daniels and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research studies show that K-12 schools and school districts reproduce environments that perpetuate inequalities for school leaders who do not ascribe to the White heterosexual male normative ideal for leadership. Black women school leaders, in particular, experience significant levels of inequality that is often undiscussed within the mainstream narratives about K-12 schools and K-12 school leadership. Therefore, this qualitative study explores Black women's lived experience as school leaders within their existing K-12 schools and school districts. Nine Black women school leaders across Connecticut's K-12 school districts shared stories of their leadership experience. The study's findings provide a current context for how Black women experience school leadership, which may position school and school district personnel, state and regional governments and accreditors, teacher and leader preparation programs, and Black women school leaders themselves to think more deeply about their response to workplace inequalities.
Book Synopsis "Our Community Is Just Not Ready for You Yet" by : Veneice S. Guillory-Lacy
Download or read book "Our Community Is Just Not Ready for You Yet" written by Veneice S. Guillory-Lacy and published by . This book was released on 2020 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: K-12 Educational leadership administrators are important to the success of schools and the advancement of student achievement. Unfortunately, Black women K-12 administrators are extremely underrepresented and make up only 4% of principals and 1% of superintendents in schools across the United States. While recent studies focus on diverse administrators and social justice leadership practices within the field of educational leadership, very little research illuminates the voices of Black Women K-12 school administrators and the ways in which their identities shape their leadership practices. Thus, exploring the lived experiences of Black women school leaders is essential to understanding how their leadership practices enhance the intellectual and important leadership contributions to the field of educational leadership.Drawing from Black feminist thought, this critical qualitative study explores the leadership journey and the lived experiences of five former and current women K-12 school administrators. The findings of this study revealed that the women faced challenges of racism, sexism, tokenism and external resistance. However, the results suggest that spirituality helps them combat these challenges, and how their race and gender identities shape their unique leadership practices.
Book Synopsis The Lived Experiences of Black Female Superintendents by : Tracie R. Washington
Download or read book The Lived Experiences of Black Female Superintendents written by Tracie R. Washington and published by . This book was released on 2021 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: This transformative phenomenological study involved exploring how Black females serving as superintendents in the United States experienced the journey into their roles, the state of the school districts as they began their roles, and their lived experiences as superintendents. I used Black feminist thought as part of answering the following research questions: (a) How do Black female superintendents describe their personal and professional lived experiences while ascending to the position of school district superintendent? (b) How do Black females appointed to the role of school district superintendent describe their lived experiences with leading a school district? Black feminist thought is an evolution of standpoint theory, which challenges the exclusivity and chauvinism of the dominant culture. This study followed a phenomenological approach, the primary method involved conducting semi-structured interviews. This study was comprised of 11 Black female superintendents across the United States who participated in one-on-one Zoom-based interviews. This transformative phenomenological study captured the lived experience of the Black female superintendents that have successfully navigated the prevailing phenomena of glass ceiling, glass cliff, and gatekeeping provided a platform for aspiring Black female superintendents to glean from their predecessors’ experiences. The 11 participants’ responses to questions in their individual interviews revealed the following five themes that answered the first research as (a) preparation, (b) exceptionalism, (c) sponsorship, (d) spirituality, and (e) need to check every box. The five themes that emerged for answering the second research question and describing the 11 Black women’s superintendent experiences were (a) diverse school boards, (b) turnaround school districts, (c) equity warriors, (d) sacrifice, and (e) support system. The participants disclosed that the discriminatory practice that remains evident in the role as superintendent is the gender role expectations that continues to drive Black female superintendents from the profession. The participants were hopeful that their leadership could change American public education for the better as they promoted educational excellence among all students. Thus, the participants’ rich narratives led to implications for policy and practice as well as opportunities for further investigation
Book Synopsis A theory-building case study examining the relevance and impact of intersectionality on the lived experiences of Black women superintendents and heads of school by : Nardine N'tasha Richards
Download or read book A theory-building case study examining the relevance and impact of intersectionality on the lived experiences of Black women superintendents and heads of school written by Nardine N'tasha Richards and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Empowered Intersectionality Among Black Female School Leaders by : Carla McNeal
Download or read book Empowered Intersectionality Among Black Female School Leaders written by Carla McNeal and published by . This book was released on 2017 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: Black female school leaders remain underrepresented as educational leaders in the K-12 context as marginalizing factors persist in the field. The purpose of this transcendental phenomenological study was to explore the lived experiences of Black female school leaders through the lens of intersectionality. For this research study, intersectionality was defined as the intersecting realities of oppression. For the Black female, it is her race and gender. The following research questions were addressed: How do Black female school leaders describe their experiences with the intersectionality of race and gender? How (if at all) do participants’ experiences w/intersectionality influence their leadership practices? How do Black female school leaders describe their awareness of intersectionality as it relates to their decision-making? The theories that guided this study were critical race theory and Black feminist theory as they each affect and inform the career trajectories of the Black female school leader, how she leads, and how she is viewed and perceived by society. Data collection methods included semi-structured interviews, journaling, and document analysis. The analysis of data entailed a meticulous review of information, to include transcription, which revealed themes through coding methods. These themes include a) having to prove one’s self, b) having to deal with assumptions, c) having to be questioned by others, d) having to present concepts carefully, e) having their decisions challenged, and f) having a dedicated commitment to students.
Book Synopsis After Opportunity Knocks by : Bridget C. Ingram
Download or read book After Opportunity Knocks written by Bridget C. Ingram and published by . This book was released on 2016 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored factors associated with the persistence of middle- and late-career African American female principals. In addition to the central focus, this study also sought to determine what roles race and gender, identity shifts, psychological contracts and role definition played in the persistence of these principals. There is limited research surrounding the lived experiences of African American female principals with little emplasis on middle- and late-career females. This study employed a qualitative design utilizing five principals from the same midwestern state. All participants had served as principals for a minimum of ten years, and were involved in in-depth interviews. Once interview and document data were collected, several themes emerged: a) personal characteristics, b) servant leadership, and c) spiritual guidance. Issues surrounding the persistence of middle- and late-career African American female principals within past and present educational settings are discussed in this study, followed by implications, and researcher reflections.
Book Synopsis Women and Educational Leadership by : Margaret Grogan
Download or read book Women and Educational Leadership written by Margaret Grogan and published by John Wiley & Sons. This book was released on 2010-11-11 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: This groundbreaking book presents a new way of looking at leadership that is anchored in research on women leaders in education. The authors examine how successful women in education lead and offer suggestions and ideas for developing and honing these exemplary leadership practices. Women and Educational Leadership shows how the qualities that characterize women's approaches to leadership differ from traditional approaches?whether the traditional leader is a woman or a man. The authors reveal that women leaders are more collaborative by nature and demonstrate a commitment to social justice. They tend to bring an instructional focus to leadership, include spiritual dimensions in their work, and strive for balance between the personal and professional. This important book offers a new model of leadership that shifts away from the traditional heroic notion of leadership to the collective account of leadership that focuses on leadership for a specific purpose—like social justice. The authors include illustrative examples of leaders who have brought diverse groups to work toward common ground. They also show how leadership is a way to facilitate and support the work of organizational members. The ideas and suggestions presented throughout the book can help the next generation fulfill the promise of a new tradition of leadership. Women and Educational Leadership is part of the Jossey-Bass Leadership Library in Education series.
