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Dissertation
Black Principals Negotiating Race, While Leading in a High Poverty School: A Phenomenological Study
Doctor of Education (Ed.D.), Drexel University
Jun 2024
DOI:
https://doi.org/10.17918/00010653
Abstract
This qualitative study aims to explore the lived experiences of Black principals, focusing on the intersectionality of race and educational leadership. Through purposive sampling, the study delves into the challenges encountered by Black principals, including limited preparation provided by principal programs, racial biases undermining their authority, and bureaucratic hurdles hindering effective leadership. The study's recommendations advocate for tailored principal preparation programs, enhanced professional development opportunities, and the establishment of support networks for Black principals. These initiatives aim to combat educational inequities, promote inclusive and effective leadership, and address the underrepresentation of Black principals in high-poverty school settings. By shedding light on the challenges and opportunities faced by Black principals, this study contributes to the discourse on educational leadership, race, and equity. Ultimately, it offers actionable recommendations for school districts, policymakers, and future research endeavors to support and empower Black principals in their leadership roles, fostering a more inclusive and equitable educational landscape.
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Details
- Title
- Black Principals Negotiating Race, While Leading in a High Poverty School
- Creators
- Letisha Fanette Laws
- Contributors
- Harriette Rasmussen (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xii, 114 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991021890314904721