Download or read book African American Women Superintendents written by Shelly Geneen Goines-Harris and published by . This book was released on 2020 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study was designed to add to the existing but limited literature that explores perceived barriers and challenges African-American women superintendents experienced while ascending and serving in the superintendency. According to the literature, African-American women are underrepresented in the role of public school superintendents. This study examined the impact of gender and racial discrimination on African-American women superintendent aspirants and those currently serving in the role. This study surveyed and interviewed African-American women superintendents serving in public school districts in North Carolina and South Carolina, examining their perceptions of barriers and challenges experienced while ascending and serving in the superintendency. Race and gender were the two identified themes found in the analysis of survey and interview data. This study determined that race and gender have an impact on African-American women public school superintendents while ascending and serving in the role. All subthemes supported racial and gender biases. Choice of dress, working in a male-dominated field, isolation and exclusion from “good old boy networks,” dispelling the belief that African-American women do not make good administrators, and the lack of acceptance by male and non-African-American administrators and staff were all subthemes of the impact of race and gender. The findings of this study will serve to better prepare African-American women who aspire to and serve in the superintendency when faced with barriers and challenges rooted in racial and gender biases. The findings can be used to better inform school boards, hiring personnel, educational leadership programs, and public school districts of the barriers and challenges African-American women public school superintendents experience and how race and gender impact them in the role of superintendent.
Download or read book The Underrepresentation of African American Female Public School Superintendents written by Joylynn LaGrace Pruitt and published by . This book was released on 2015 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract Women, particularly African American women, have been underrepresented in educational administrative leadership at the level of public school district superintendent. Because so few women currently hold the position of public school district superintendent, studies on the characteristics of individuals who become public school district superintendents have almost exclusively been focused on men; therefore the role of school district superintendent has continued to elude very qualified women particularly African American women and other women of color who seek the position of superintendent. This study addressed the perceptions, barriers, and challenges which impede the advancement of African American females who aspire to the position of public school district superintendency. This study was limited to a sample size of six African American female superintendents. A narrative inquiry methodology utilized the semi-standardized interview which identified reoccurring themes. Reflections of successful African American female superintendents are revealed to encourage more African American female aspirants to seek the public school superintendency and thereby shattering the glass ceiling impacted by race and gender. The study provided implications for African American females who aspire to the superintendency, relative to preparation, practice, and policy.
Download or read book Invisibly Visible written by Tracy M. Hinds and published by . This book was released on 2016 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: African-American women leading school districts as public school superintendents of schools is rare. It is even more infrequent for multiple African-American women to serve in the position of superintendent of schools in the same state. This historical qualitative study investigated and documented the history of African-American women who served in the position of public superintendent of schools in the state of Missouri. Research on the topic of African-American female superintendents is scarce. This study contributed to the growing body of research focused on the personal stories and experiences of African-American women who served and continue to serve as superintendents. The researcher documented factors and experiences the participants perceived as influential in their ascent to the position. Seven African-American females, either former or current superintendents in the state of Missouri, participated in this study. Personal interviews, along with a semi-structured interview schedule, served as the primary data collection method used to capture data for this study. A Black feminist thought lens was used to examine barriers and experiences of oppression. Findings from this research identified the participants’ various paths to the superintendency, suggested that barriers of race, gender and oppression existed, highlighted perceived accomplishments, provided explanations for why multiple African-American females have served as public school superintendents in the state of Missouri, and proposed recommendations for aspiring African-American females interested in becoming a superintendent.
Download or read book African American Women Superintendents written by Veronique N. Walker and published by . This book was released on 2014 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research is limited regarding the demographics of African American women superintendents and their overall experiences accessing the superintendency based on gender and race. This study examined (a) the demographic profiles of African American women superintendents, (b) their perceived barriers and strategies for accessing the superintendency, and (c) if any differences existed among African American women superintendents based on their age, degree, location, and years in their present position. African American women have a rich history of service in the education field. The framework for this study was therefore based upon the intrinsic motivators and extrinsic strategies of historical African American women educational leaders, as their barriers and strategies foreshadowed those of contemporary African American women superintendents. The study employed a quantitative methodology, using the adapted Questionnaire on Perceptions of Barriers and Strategies Impacting on African American Women Accessing the Superintendency. The original questionnaire, Questionnaire on Perceptions of Barriers and Strategies Impacting on Women Securing the Superintendency, was created by Dulac (1992) and later modified by D. M. Anderson (1998) for use in their dissertation studies, and has been replicated in several dissertation studies. Permission was obtained from Dulac and Anderson to modify, adapt, and use the questionnaire. The sample population included African American women superintendents in the United States. Descriptive statistics and t tests were used to analyze returned, useable questionnaires. Findings provided a standard profile of the contemporary African American woman superintendent, as well as the highest perceived strategies and barriers regarding superintendency acquisition. Findings indicated significant differences in perceptions of barriers based on degree and years in their present position categories. Findings also indicated significant differences in perceptions of strategies based on age, degree, location and years in their present position categories. Conclusions and recommendations for further research provide a framework regarding how the study benefits African American women superintendent aspirants, educational leadership graduate programs, school district's recruiting and hiring practices, and future research regarding African American women superintendents.
Download or read book Tempered Radicals written by Debra Meyerson and published by Harvard Business School Press. This book was released on 2003 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text explores the experiences of tempered radicals. These are people who want to become valued and successful members of their organisations without selling out on who they are and what they believe in.
Download or read book African American Women Accessing the School Superintendency written by Elnora M. Rowan and published by . This book was released on 2006 with total page 466 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated from a Black feminist standpoint, through qualitative inquiry, the race and gender related barriers reported by African American women as they attempt to access the superintendency. Following in the footsteps of their sisters, African American women superintendents are defying the odds and overcoming a long history that began in slavery (Jackson, 1999). Because of the small number of Black female school superintendents, the move from the "outsider within" status to beyond the glass ceilings and then up the "crystal stairs" is an almost impossible one. Such a move requires that Black women be treated as a group unto itself and that Black women be viewed as a group unto itself through a Black feminist lens (Alston, 1999). Black women superintendents bring to educational leadership a strong commitment to and high expectation for improved student outcomes (Venable, 1995, cited in Brunner, 1999, p. 87), and their collective and individual voices are significant (Alston, 1999). This study used semi-structured interviews to gather information from African American female public school superintendents related to the following primary research questions: (1) What impact do African American female superintendents perceive sexism had on them as they accessed the superintendency? (2) To what extent do African American female superintendents report utilizing the strategy of "shifting" as a psychological tool in their quest for the superintendency? (3) To what extent do African American female superintendents report that institutional racism has hindered them as they accessed the superintendency? (4) How do African American female superintendents report that they have been impacted by societal norms regarding the unsuitability of women for powerful administrative positions such as the superintendency? (5) What kinds of positions did the African American female superintendents hold prior to becoming superintendents? (6) How do African American female superintendents perceive the problems which arise from assumptions made about their professional competence and personal capabilities, based on dominant culture stereotypes about African American females? (7) To what extent do African American female superintendents attribute their professional accomplishments to the successful adoption of the White male model of success? The interviews were audio-taped and later transcribed. Responses for each interview question were compiled and coded to identify common themes. The major findings were reported for each research question, conclusions were drawn and appropriate recommendations for research and educational practice were derived. The four major conclusions were: (1) Many African American superintendents experienced gender bias as they attempted to access the superintendency. (2) African American females utilized the strategy of "shifting" as they attempted to access the superintendency. (3) African American females experienced institutional racism as they attempted to access the superintendency. (4) White male mentors are instrumental in helping African American females access the superintendency.
Download or read book The Freedom to be written by Anita R. Brown and published by . This book was released on 2011 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this qualitative study is to enlighten, illuminate, and elucidate readers as to the worldviews of African American women in regards to their recruitment and retention to the public school superintendency. The question this study seeks to answer is whether African American women perceive recruitment and retention to the public school superintendency as intimately connected to gender, race, and social politics. Finally, this qualitative narrative study will explore from their perspectives what can be done to increase the recruitment and retention of African American women to the public school superintendency. In the following text, I discuss my conceptual framework which integrates historical and educational research literature with strands of Black feminist theory to consider key historical, cultural, and political factors that influence (and hinder) the recruitment and retention of African American superintendents, including the influences to the U.S. Civil Rights, the Black Feminist Movement, and the social politics of school districts."--Abstract from author supplied metadata.
Download or read book African American Female School District Leaders written by Ashauna Renee Short and published by . This book was released on 2015 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Since the late 1980s, there has been research on the topic of female superintendents that has addressed white women and minority women alike; however, research indicates that there are marked differences regarding the issue of access as it pertains to this level of professional leadership for African American women. Due to the exclusion of their voices in readily accessible literature, and despite a growing number of dissertations on similar topics, the black female educational executive's voice has been all but overlooked. An African American female's role as a school district leader is greatly informed by race and gender. Therefore, these roles must be critically studied through the lenses of race and gender to be useful for African American women. This study explores the career experiences of 13 African American women in district level leadership positions, including seven non-superintendent district leaders and six superintendents. This qualitative study, using the lens of Black Feminist Thought, analyzes the similarities and differences of career experiences for African American female district executives, along with the effects of professional and personal support systems, on their respective experiences. The road to district level leadership and particularly the superintendency is a different road for African American women, and in order to increase access for this underrepresented group, their experiences must be shared. This study was written by an African American woman, featuring African American women, and for African American women as the target audience. Practitioners, gatekeepers, and school district development institutions can use findings and implications of this study in order to increase awareness and access for those often overlooked in school district leadership, particularly the superintendency."--Abstract from author supplied metadata.
Download or read book A Multiple Case Study Examining the Success and Persistance of African American Female Superintendents written by Kimberly Dixon Ferguson and published by . This book was released on 2021 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative multiple case study was to describe the experiences of African American women in their ascent to the position of superintendent in school districts in the Commonwealth of Virginia. The theories guiding this study were Delgado’s critical race theory and Vygotsky’s sociocultural theory as they address the plights faced by African American women, specifically racism, sexism, classism, loneliness, microaggressions, marginality syndrome, and the status of outsider. The central question guiding this study was: How do African American female superintendents describe their success and perseverance achieving the school superintendent position? The subquestions for this study were designed to explore in deeper detail how African American female superintendents describe their path to success in achieving superintendence and how they describe the experiences and strategies that contributed to their perseverance in superintendence. Data collection included individual interviews with 11 past and present superintendents of school districts in the Commonwealth of Virginia, a focus group interview with five participants, and participants’ documents and personal artifacts. Data analysis involved organizing and coding the data to reflect the research subquestion areas of success and perseverance, to produce two major themes: desire to succeed and determination to continue. Findings included study participants’ descriptions of their experiences as challenging with gender and race presenting obstacles to their leadership progression, but they viewed their impact on others as a significant motivator to persist. Additionally, all agreed success is achievable when there are supportive professional and personal networks in place to undergird their efforts to lead.
Download or read book African American Women Serving as K 12 Superintendents written by and published by . This book was released on 2022 with total page 259 pages. Available in PDF, EPUB and Kindle. Book excerpt: While women comprise the majority of those employed in K-12 school districts, educational administrators who are women, especially African American women, are underrepresented in the superintendency position. Broadly, the position of superintendent is one of the most gender stratified occupations in K-12 school systems, and African American women who seek career advancement in these systems face challenges that are unique when compared to African American men and White men and women. In particular, African American women face social stigmas related to the challenges of sexism, racism, and classism in career advancement. The reality of intersectionality further complicates these barriers and can be experiential deterrents that impact African American women during their advancement to the position of K-12 public school superintendent. This study explored the lived experiences of seven African American women who have ascended to the position of K-12 public school superintendent. Findings obtained through this qualitative research revealed five themes: (1) spirituality, (2) dual bias status, (3) supportive relationships, (4) preparation, and (5) self-care. In sum, insights gained through these themes fills a gap in the literature by offering greater understanding on how to mitigate the underrepresentation of African American women in this position.
Download or read book African American Female Superintendents written by Bernadeia H. Johnson and published by . This book was released on 2012 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Gulf Coast African American Female Superintendents Demographics and Perceptions written by Andreia Foster and published by . This book was released on 2018 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt: The twofold purpose of the study was to (1) identify selected personal and professional characteristics of sitting African American female superintendents in the five Gulf Coast states, and (2) identify perceptions held by sitting African American female superintendents in the five Gulf Coast states related to the importance of selected factors as either contributors or barriers in attainment of the public school superintendent position. Findings related to the personal characteristics of the Gulf Coast African American female superintendents were consistent with data collected in other studies of African American female superintendents with one exception. The majority of the female superintendents were six to 10 years younger than African American female superintendents in previous studies. The professional characteristics of the participants in the study were similar to previously identified professional characteristics of Black female superintendents. The majority of the Gulf Coast African American female superintendents had three or less years of experience and had been superintendents in only one state. Over half of the respondents had followed a traditional career path: teacher-building administrator-central office administrator-superintendent. Two unexpected findings were that two of the superintendents had no teaching experience, and one respondent had obtained the superintendency at age 30. The majority of the superintendents indicated they would choose to become superintendents again if they were starting over. Interpersonal skills and an emphasis on improving instruction were rated by the respondents as important factors contributing to the attainment of a superintendency. Knowledge of the instructional process, the ability to maintain organization relationships, and management skills were also perceived to be important factors for those seeking a superintendent’s position. Factors that were perceived to be barriers to attainment of superintendency were (a) “school boards do not actively recruit African Americans”, and (b) “ perception that females cannot handle dual responsibilities of a demanding position and family.” Sexism and racism were realities for the superintendents. Racism was considered to the greater barrier.
Download or read book Black Women School Superintendents Leading for Social Justice written by Eleanor Renée Sanders-Lawson and published by . This book was released on 2001 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book African American Women Superintendents written by Minta Maxine Downing and published by . This book was released on 2009 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Only recently have scholars paid attention to the African American woman superintendent who is an anomaly in this powerful leadership position in public education. Additionally, only a few academicians have asked why talented African American women who successfully obtain the superintendency exit the position so quickly. The primary purpose of this phenomenological focused qualitative study was to identify and document the experiences contributing to the decisions of selected former African American women superintendents to exit, voluntarily or involuntarily, their public school superintendencies and not to seek another one, choosing instead to pursue other positions, either in education or in a totally different field.
Download or read book Voices of African American Women Superintendents in Public School Systems written by Angela R. Barrens-Alexander and published by . This book was released on 2000 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Sacred Dreams written by C. Cryss Brunner and published by SUNY Press. This book was released on 1999-01-01 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offers practical advice and research results on women school superintendents, a field traditionally dominated by men.
Download or read book The First African American Female School Superintendent in Georgia written by Lisa Nicole Herring and published by . This book was released on 2007 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This inquiry explores the career pathway, career barriers and personal and professional experiences of Mrs. Beauty Poole Baldwin, the first, African-American female school superintendent in the state of Georgia. This study emerged from the discovery of limited research on African-American female school superintendents in the United States. I video recorded an in-depth interview with Mrs. Beauty Poole Baldwin, Georgias first African-American female superintendent. The purpose of this inquiry was to gain information from Mrs. Baldwin about career strategies that she used throughout her professional career, and recommendations from her, to other African-American women aspiring to become educational leaders. Mrs. Baldwins experiences provided several recommendations in the field of educational leadership. Issues regarding interpersonal relationships in the community and workplace, securing a mentor, educational preparedness of educators, work ethics and career decision making strategies were discovered through the in-depth interview. The relevance of the findings reported, surpass gender and race, and emerge as information useful for all educators and aspiring educational leaders. The in-depth interview was video-recorded to provide the opportunity for a thorough analysis of the data. The video recording allowed me to refer back to the original data for clarification, and to capture the essence in which Mrs. Baldwin shared her story. Mrs. Beauty Baldwin was also available for additional clarification beyond the video-recording, by way of telephone or electronic communication. The ability to revisit the research participant, and to have open access to review the video-recorded interview, were critical to the process of securing accurate historical data regarding the development of how the first black woman superintendent in the state of Georgia advanced to her position. Mrs. Baldwin became the superintendent of the Buford City School District in Gwinnett County, Georgia on February 14, 1984. Her tenure as superintendent lasted for ten years. The life of Beauty Baldwin is a testament to the possibility of what can be accomplished for African-American women educators and educators at-large.
