Meeting the career development needs of Black women aspiring to become principals
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Tiffany A. Newsome (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
- Advisor
- Katherine C. Mansfield
Abstract: The career development needs of Black women who aspire to become principals are multi-dimensional. With the limited body of research on career development for African American women in school leadership, it is important to address how African American women can successfully navigate the unique experiences and challenges related to school leadership. While women have made much progress in leadership, the impact of intersectionality for black women means that they are subject to race and gender discrimination and held to higher standards. Consequently, Black women struggle to overcome such negative career mobility experiences. However, this study emphasizes mentorship as one aspect that is critical to meeting the career development needs of African American women who aspire to become principals. The purpose of this action research practitioner inquiry qualitative study is to better understand the career needs of African American women aspiring to the principalship in K-12 education and to develop a program that adequately meets those needs. This study utilizes Black Feminist Thought (BFT) as a lens to understand and validate this phenomenon, especially when it comes to the lived experiences of African American women. I conducted two focus group interviews using a semi-structured research guide. One group consisted of six credentialed African American women who are current assistant principals, program facilitators, or other teacher leaders in the Agape School district. The other group consisted of seven current principals in the same district. All participants identified as current Black female educators with a master’s or post-master’s Certificate in School Administration. My data analysis process incorporated a four-step process outlined by Hesse-Biber and Leavy (2006). I found that both Black principals and Black aspiring women principals deeply desire support from the district, their peers, and other experienced principals. While mentorship is one component that Black women perceive will help them combat promotional delays, participants really need to feel safe, respected, and valued for the experiences that they bring to the K-12 environment. Without strong mentorship and professional development from other black principals, Black women will not feel adequately to assume the principalship.
Meeting the career development needs of Black women aspiring to become principals
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Created on 12/1/2022
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Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2022
- Keywords
- African American Principals, Aspiring Principals, Black Principals, Black Women Principals, Career Development, Mentorship
- Subjects
- African American women school principals
- Mentoring in education
- Educational leadership