Date of Conferral

3-13-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Andrea Wilson

Abstract

The problem addressed through the study was the underrepresentation of African American superintendents in public school districts across the United States. The purpose of this basic qualitative study was to explore African American superintendents’ descriptions of their lived experiences becoming and being superintendent and to gather their reflections on the underrepresentation. Elements of Super’s developmental self-concept theory and cultural identity literature formed the framework. Semistructured interviews were conducted with 10 active, former, or retired African American superintendents who came from K-12 public school districts across the United States and had a minimum of 3 years in the superintendency. Open coding and pattern coding were used to support thematic analysis. Key findings included the growth of leadership resilience, which was integral to the African American superintendents’ abilities to overcome challenges, and how continuing underrepresentation was influenced by systemic barriers, such as biased hiring practices, a lack of influential networks, and insufficient recruiting efforts, which were rooted in historic societal and institutional inequities. Participants emphasized how cultural identity shaped their leadership approach and fueled their advocacy for equity and social justice. Mentorship was seen as crucial for building confidence, overcoming challenges, and accessing leadership roles. Positive social change implications include strategically addressing systemic barriers and enhancing professional networking opportunities to promote equitable representation of African Americans in educational leadership roles and to foster culturally responsive leadership to benefit public schools and their communities.

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