Semester of Gradation
Fall 2025
Degree Type
Dissertation
Degree Name
Instructional Technology
Department
School of Instructional Technology & Innovation
Committee Chair/First Advisor
Dr. Laurie Dias
Second Advisor
Dr. Jo Williamson
Third Advisor
Dr. Jabari Cain
Abstract
Despite the significant underrepresentation of Black women in district-level leadership for public school districts, diversity in educational technology leadership has been recognized as essential for student success. This phenomenographic study investigated the experiences and perceptions of Black women in district-level educational technology leadership roles within public school districts across the United States. The study addressed two research questions about how these leaders perceive and interpret the intersectional challenges of race, gender, and technology, as well as the variations in their experiences. Using two questionnaires and in-depth semi-structured interviews with seven Black female educational technology leaders, the study explored their lived experiences as digital equity drivers, particularly regarding gendered cultures, racial microaggressions, and systemic barriers. Employing Black Feminist Theory and Transformational Leadership Theory, the analysis identified eight categories of description, which were structured into a four-layered outcome space. This outcome space illustrated a hierarchy of experiences, beginning with a foundational understanding of their role and identity, progressing through a navigational experience marked by unequal treatment and intersectional microaggressions. It then led to an internal response characterized by dual consciousness and cultural taxation, culminating in a purposeful self-orientation defined by strong agency and resilient leadership. The findings of this study enhance the understanding of the complex experiences of Black women leaders by identifying cultural and systemic barriers they face, offering district leaders valuable insights and strategies to dismantle these inequities and promote inclusive leadership pathways.