Year
2024
Season
Spring
Paper Type
Doctoral Dissertation
College
College of Education and Human Services
Degree Name
Doctor of Education in Educational Leadership (EdD)
Department
Leadership, School Counseling & Sport Management
NACO controlled Corporate Body
University of North Florida. Department of Leadership, School Counseling & Sports Management
First Advisor
Dr. Sophie Filibert
Second Advisor
Dr. Chris Janson
Third Advisor
Dr. Shaqwana Freeman-Green
Fourth Advisor
Dr. Elinor Scheirer
Fifth Advisor
Dr. Derrick Robinson
Department Chair
Dr. David Hoppey
College Dean
Dr. Jennifer Kane
Abstract
One consequence of the Brown v. Board of Education (1954) ruling regarding desegregation of American public schools has been the destabilization of Black educators’ legacy of school leadership (Tillman, 2004). The effects of these failures continues to be problematic in US public education. Students of color account for over half of all P-12 enrollments, in contrast to the disproportionate lack of diversity among its teaching and leadership rosters (Frankenberg, et al., 2019; NCES, 2018, 2022). The stagnant rate at which American schools have diversified principal leadership since Brown v. Board (1954) begs the question of how equipped schools are to understand and serve an increasingly culturally and linguistically diverse US student population (Frankenberg et al., 2019; Gay, 2010, 2018; Horsford, et al., 2011; Ladson-Billings, 1994; Paris & Alim, 2017).
The lack of racial of diversity among public school teachers persists despite Brown v. Board’s (1954) intentions in contrast to the student racial demographics, and moreover school principals demographics with a mere 7% being Black women (NCES, 2021; USDOE, 2016). More research is needed to explore Black women’s experiences given the potential implications for better supporting this group of school leaders, and by extension, support needed for the students they serve.
The purpose of this study was to explore the perceptions of Black women in principalships regarding how they navigated and negotiated racial contexts while leading for equity. The research question that guided this study was, “What perspectives do Black women in principalships hold regarding how they navigate and negotiate the racial contexts of their equity-focused leadership?” Using the theoretical framework of Black Feminist Thought (BFT) to elevate the voices of Black women, paired with the methodological framework of Q Methodology, BFT and Q Methodology was utilized to explore the subjective perceptions of Black women in principalships on leading for equity.
Suggested Citation
Brown, Easter M., "The perceptions of black women in principalships on navigating and negotiating the racial contexts of their equity-focused leadership: A Q methodology study" (2024). UNF Graduate Theses and Dissertations. 1274.
https://digitalcommons.unf.edu/etd/1274