Date of Conferral

3-20-2026

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Terrell Strayhorn

Abstract

The lack of diversity in the superintendent workforce in Texas is a significant concern that affects the educational experiences and opportunities of Texas students, teachers, families, and their communities. The problem addressed through this study was the underrepresentation of Black and Hispanic superintendents in Texas school districts. Guided by critical race theory and intersectionality theory, the purpose of this basic qualitative study was to explore Black and Hispanic superintendents’ perceptions of their successes, challenges, and recommendations to secure a superintendent position in Texas. Semistructured interviews were conducted with nine Black and Hispanic superintendents (two Black women, two Black men, two Hispanic women, and three Hispanic men) currently serving in Texas school districts. Thematic analysis using open and axial coding was conducted revealing 11 key themes. Findings indicated that superintendents’ successes were characterized by authentic, values-based leadership practices leveraging mentorship and support networks. Challenges encountered included navigating bias and overcoming barriers to access and advancement. Participants recommended that aspiring Black and Hispanic superintendents leverage their cultural identity and community alignment as a powerful asset, not a barrier, in pursuing the superintendency. By highlighting successful pathways to the superintendency and offering practical recommendations for overcoming challenges, this research provides a roadmap for Black and Hispanic educators seeking to advance into superintendent positions to follow. Fostering greater diversity and equity in educational leadership at the superintendent level is imperative for generating positive social change in the education system over time.

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