Date of Conferral

11-7-2025

Date of Award

November 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Hallums

Abstract

African American male elementary school principals are rare in diverse public school settings across the United States. The problem investigated was the limited awareness of how African American male elementary principal aspirants experience and understand supports and barriers related to becoming a principal. Guided by Hallinger and Murphy’s instructional leadership theory, the purpose of this basic qualitative study was to explore how African American male elementary school principal aspirants understand the supports and barriers to becoming principals. Data were collected using semistructured interviews with nine participants from a school district in the mid-Atlantic region who were state-certified and had been in the district for at least 3 years. Open and axial coding were used to support thematic analysis. The participants underscored the persistent structural barriers restricting equitable access to leadership roles. The participants highlighted the importance of socioeconomic contexts and resource disparities, culturally responsive leadership development, the need for systemic reforms in recruitment and retention, and the role of professional relationships and mentorship. The participants also highlighted the need for collaborative efforts to promote equity. Leaders could foster inclusive school climates, engage families and communities, and embody school missions. Implementing key recommendations of this study might help increase the representation of African American male leaders in elementary schools. This study may contribute to positive social change by addressing systemic barriers in hiring for school leadership, encouraging social equity, and enabling diverse future leaders to influence students, schools, and communities.

Download

Share

 
COinS