Term of Award
Spring 2024
Degree Name
Doctor of Education in Curriculum Studies (Ed.D.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Curriculum, Foundations, and Reading
Committee Chair
Delores Liston
Committee Member 1
Meca Williams- Johnson
Committee Member 2
Kendra Parker
Committee Member 3
Jennifer Perry
Committee Member 3 Email
jperry@georgiasouthern.edu
Abstract
This qualitative study explores the lived experiences of eight Black women who have served as principal in a Southeastern state. Using intersectionality and Black feminist thought as theoretical frameworks, the study illuminated how the intersection of race and gender influenced their experience as school leaders. Using counternarrative as the methodology, the study highlights individual and collective struggles with gendered racism in a professional setting. Participants shared their lived experience through semi-structured interviews. The purpose of the study was to document the experiences of Black women school principals by examining how they navigate barriers caused by intersectional oppression to achieve their career goals, how intersectional oppression impacts their career path, and how intersectional oppression impacts their daily interactions with school stakeholders. The study results serve as a source of information for improving the leadership development of Black women.
Recommended Citation
Holloway, O.K. (2024). Navigating barriers, shattering ceilings, and beating the odds: An exploration of how intersectional oppression impacts the experience of Black women school leaders (Publication No. 3937) [Doctoral dissertation, Georgia Southern University].
Research Data and Supplementary Material
Yes
