Semester of Graduation
Summer 2026
Degree Type
Dissertation
Degree Name
Educational Leadership
Department
Department of Educational Leadership
Committee Chair/First Advisor
Dr. Chinasa Elue
Second Advisor
Dr. Sheryl Croft
Third Advisor
Dr. Nicholas Cleghorne
Abstract
The purpose of this phenomenological study was to explore how the intersectionality of race and gender shapes the leadership experiences of African American women in public K–12 schools. Despite comprising a significant portion of the educator workforce, African American women remain underrepresented in school leadership positions nationally, warranting deeper examinations of their professional pathways and daily realities. This qualitative study employed interpretative phenomenological analysis, guided by an intersectional framework, to understand the lived experiences of 10 African American female educational leaders across K–12 settings in Georgia. Principals, assistant principals, instructional specialists, and a superintendent engaged in semi-structured interviews analyzed through systematic coding. Findings revealed participants navigated significant barriers to entry, including biased hiring practices and gatekeeping that questioned their leadership readiness. They encountered persistent scrutiny, microaggressions, and the psychological toll of navigating professional spaces and disproved stereotypes. Despite these challenges, participants demonstrated resilience through cultivated support networks, mentorship, family, faith, and peer relationships that sustained their engagement. Findings also uncovered invisible labor demands, including disproportionate expectations, assignment to under resourced schools, and work–life imbalance. This research contributes to educational leadership literature by centering the voices of African American women and offers implications for policy reform, mentorship development, and institutional practices that foster equitable leadership pipelines.
Keywords
African American women, educational leadership, intersectionality, K–12 schools, phenomenology