Date of Conferral
2-8-2024
Date of Award
February 2024
Degree
Ph.D.
School
Public Policy and Administration
Advisor
Gary Kelsey
Abstract
Disproportionality and lack of representation of African American females in educational leadership roles constitute a significant issue. The present study focused on exploring the experiences of female African American educators when seeking leadership positions in elementary and secondary education. The purpose of this study was to bring more awareness to this issue. Providing insight into the lived experiences of eight female African American educational leaders may create more equitable hiring policies and practices. Critical Race Theory (CRT) and Intersectionality served as the theoretical frameworks. The research questions addressed (a) how elementary and secondary female African American educators described their experiences with obtaining the leadership positions of assistant principal, principal, coordinator, instructional coach, and director and (b) how elementary and secondary female African American educators described why there was a significant disparity between Caucasian and African American females who obtain leadership positions of assistant principal, principal, coordinator, instructional coach, or director. Common themes that emerged from the data consisted of various job interview questions not being reflective of the job description, interviewers simply going through the motions, and interviewees experiencing systemic racism. This reflects the need for positive social change in order to prevent racial disparities. The results of this study may assist educational leaders and policymakers in creating and implementing fair and equitable leadership hiring processes for all applicants.
Recommended Citation
Marshall, Shawania, "Experiences of Female African American Educators When Seeking Leadership Positions" (2024). Walden Dissertations and Doctoral Studies. 15469.
https://scholarworks.waldenu.edu/dissertations/15469
