A Phenomenological Study Of The Lived Experiences Of African American Female School Leaders In Suburban School Districts
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A Phenomenological Study Of The Lived Experiences Of African American Female School Leaders In Suburban School Districts
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Author : Armentress Denise Robinson
language : en
Publisher:
Release Date : 2013
A Phenomenological Study Of The Lived Experiences Of African American Female School Leaders In Suburban School Districts written by Armentress Denise Robinson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with African American women school principals categories.
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.
No One Hears Me Enough To Act Differently
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Author : Fallon L. Daniels
language : en
Publisher:
Release Date : 2022
No One Hears Me Enough To Act Differently written by Fallon L. Daniels and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022 with African American women school administrators categories.
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.
A Phenomenological Study Of African Aamerican Women In Urban K 12 School Leadership And Their Pathways To Self Efficacy
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Author : Carol R. Lockhart
language : en
Publisher:
Release Date : 2022
A Phenomenological Study Of African Aamerican Women In Urban K 12 School Leadership And Their Pathways To Self Efficacy written by Carol R. Lockhart and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022 with categories.
The nation has undergone a monumental increase in population growth over the past 20 years among minority groups (U.S. Census Bureau, 2010), especially among minority students. Despite this population growth, the growth in minority school leaders such as superintendents, and principals have experienced a much slower increase and a much slower increase among African American women leaders (National Center for Educational Statistics, 2005, 2018). The population of African American women in urban school K-12 leadership positions and their self-efficacy in their ascent into their positions is an understudied phenomenon. Their voices are often excluded from the research literature. The purpose of this qualitative phenomenological study was to explore the intersectionality of race and gender of six African American women in urban school K-12 leadership positions to garner an understanding of the essence of their lived experiences, specifically; regarding their self-efficacy, challenges, and support, that influences their ascension into their leadership positions. This study took place in a Northeast Ohio metropolitan area. The aim was to understand their self-efficacy and development as leaders. The stories of African American women in urban school K-12 leadership regarding the challenges, support, and resilience on their ascent into their leadership positions could assist in helping aspiring female educators, particularly African American women educators as they seek leadership positions in urban education.
Intersectional Identities And Educational Leadership Of Black Women In The Usa
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Author : Sonya Douglass Horsford
language : en
Publisher: Routledge
Release Date : 2016-04-08
Intersectional Identities And Educational Leadership Of Black Women In The Usa written by Sonya Douglass Horsford and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016-04-08 with Education categories.
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.
The Lived Experiences Of Black Female Superintendents
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Author : Tracie R. Washington
language : en
Publisher:
Release Date : 2021
The Lived Experiences Of Black Female Superintendents written by Tracie R. Washington and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021 with categories.
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
The Educational Experiences Of African American Female Adolescents In A Predominantly White Suburban School District
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Author : Tiffany A. Jenkins
language : en
Publisher:
Release Date : 2007
The Educational Experiences Of African American Female Adolescents In A Predominantly White Suburban School District written by Tiffany A. Jenkins and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with categories.
This qualitative study was conducted to discover, understand, and describe the educational experiences of African-American females within a predominantly White, suburban school district. Attention was given to intra-racial interactions between African-American female students raised in a predominantly White suburb and African-American female students raised in predominantly African-American urban areas. The participants' perceptions of academic experiences, social experiences, race, and school culture were analyzed, interpreted, and verified for accuracy, allowing for a greater understanding of their lived experiences as African-American adolescent females being educated within a predominantly White suburban setting. Practical applications for educators and parents are also included.
At The Intersection Of Gender And Race
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Author : Andrea M. Haynes
language : en
Publisher:
Release Date : 2016
At The Intersection Of Gender And Race written by Andrea M. Haynes and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with African American leadership categories.
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.
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Author :
language : en
Publisher:
Release Date : 193?
written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 193? with Japan categories.
Fiery Passion And Relentless Commitment
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Author : Adrienne L. Gratten Aldaco
language : en
Publisher:
Release Date : 2016
Fiery Passion And Relentless Commitment written by Adrienne L. Gratten Aldaco and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with African American women school principals categories.
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.
A Qualitative Study Of Lived Experiences Of Black Women In Leadership Positions In K 12 Educational Settings
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Author : Shukri Olow
language : en
Publisher:
Release Date : 2021
A Qualitative Study Of Lived Experiences Of Black Women In Leadership Positions In K 12 Educational Settings written by Shukri Olow and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021 with African American women educators categories.
"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.
