Bridges Over Troubled Water: Examining the Lived Experiences of Black, Female School Principals in Predominantly White School Districts

LaWanda D Mitchell, Purdue University

Abstract

Although Black women are slowly ascending to roles of leadership, because of the unique challenges associated with being a Black, female school principal, there is a crucial need for further studies that dive into the cultural perspectives of leadership, particularly from the perspective of women of color. On many occasions, the voices of Black women go unheard as many people assume that issues that pertain to women in general pertain to Black women in the same ways (Howard-Hamilton, 2003, p.1). For Black females with an interest in their cultural heritage as well as excellence in leadership, this creates an intense need and drive for continual research both personally and scholarly. Beyond underrepresentation in the field, Black female principals often face discriminatory practices that create distinctive obstacles that impact their ability to thrive as school leaders. The microaggressions, sense of isolation, and invisibility many Black women experience often leads them to build their own community of supportive Black women to encourage and uplift each other on their leadership journey. This research study explored the lived experiences of Black female principals in predominantly white districts and how sisterhood is used as a means of survival. For organizations and school districts seeking to improve the culture and climate of their work environments for women of color, this study creates an opportunity for these entities to learn about the needs of Black women in order to meet them.

Degree

Ph.D.

Advisors

Williams, Purdue University.

Subject Area

Educational leadership|African American Studies|Black studies|Cultural Resources Management|Management|Womens studies

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