Black Administrators' Racialized Experiences in Predominantly Black Schools in Southern, White School Districts

• In Event: Prove Them Wrong: Navigating Belonging Across the Academic Pipeline

Abstract

Interviews, observations, and researcher memos were analyzed using in vivo, process, and values coding to understand narratives of six Black administrators of predominately-Black schools in southern, White districts. With critical race theory guiding the investigation and profiles of participants elevating their voices, Black administrators described and reflected on their experiences while addressing issues and responsibilities related to systemic racism in schools. They posited what was needed for Black schools included implementing programs for social/emotional development, supplementing culturally-responsive curriculums to instill pride and boost performance, and ensuring opportunities for Black students to develop skills essential to survival. They also encouraged others to take responsibility for change by supporting Black community members in their fight for equity, justice, and improved learning environments.

Authors

• Jada Frazier, Valdosta State University

• Richard W. Schmertzing, Valdosta State University

• Lorraine C. Schmertzing, Valdosta State University