Saving Superwomen: The Impact of Mentoring, Access, Proficiency, and Self-Care on Black Women Superintendents

• In Event: Engagement of Black Students and Families: Youth, Community, and School Leaders

Abstract

The purpose of this qualitative study was to examine the impact of mentorship, access, proficiency, and self-care on the trajectories of African American women superintendents. Alston (2005) indicated that Black women bring a wealth of knowledge, skills, talents, and abilities to the superintendency, and often emanated prior success at the foundational level as teachers with culturally appropriate pedagogy. However, obstacles or factors such as gender, race, mentorship, work/life balance, and professional experiences also may provide unique physical, physiological, emotional, and psychological challenges to the trajectory of Black women superintendents. The findings identified the following four major themes for Black women superintendents: (1) Board Members, (2) Race and Gender perceptions, (3) Triple-Consciousness, (4) Work-Life Balance and (5) Gaining Access.

Authors

• LeTrecia M. Gloster, Bowie State University

• Janeula M. Burt, Bowie State University

• Judy A. Alston, Ashland University