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Access Type
WSU Access
Date of Award
January 2025
Degree Type
Dissertation
Degree Name
Ed.D.
Department
Educational Leadership and Policy
First Advisor
Ben Pogodzinski
Abstract
African American women remain underrepresented in K-12 Superintendency roles across the United States, particularly in Michigan. Despite awareness being made on gender and racial disparities in educational leadership, limited research addresses the unique intersection of race, gender, and class affecting African American women’s experiences as K-12 educational leaders. This study addresses the systemic and structural barriers and supports that African American women face while pursuing and or serving in the K-12 Superintendency in Michigan. Grounded in Patricia Hill Collins’ (1990) Black Feminist Thought, this research uses the theory of intersectionality to understand the lived experiences of African American women as central to comprehending how power operates in education. Black Feminist Thought affirms that the lived experiences of African American women are valid forms of knowledge and resistance. Using qualitative, Black feminist methodology, this study centers the voices of African American K-12 Superintendents who have had to navigate many barriers, including the board of education, misconceptions of identity, and navigating complex social dynamics. Supportive sub-theme for these barriers includes negative stereotypes such as being ‘angry’ or ‘a bitch’, navigating predominantly White districts, proving yourself, the role itself, the search firm, White male counterparts with less education, better salaries with better benefits, the ceiling, and doing the work. Despite these barriers, the intersection also revealed a consistent pattern of support and aids, including having a support system with multiple components, mentorship, personal networking, being grounded in faith and prayer. Supportive sub-themes for these supports include recognizing that no one can do this job alone, having a supportive husband, staying connected, remaining relevant, avoiding feelings of stagnation, and expanding your exposure beyond your geographical location. These barriers and supports highlight the complex navigation required by African American women in educational leadership. The findings of this research underscore the deep-rooted structural biases and resistance to systemic change within education. By centering the voices of African American women K-12 Superintendents, this study contributes to the broader discourse on equity in educational leadership and highlights the urgent need for reform that addresses both racial and gender disparities embedded in school district practices across the United States.
Recommended Citation
Williams, Renita Marie, "Examining The Gap In The K-12 Superintendency And African American Women In Michigan" (2025). Wayne State University Dissertations. 4294.
https://digitalcommons.wayne.edu/oa_dissertations/4294