The Lived Experiences of African American Principals Leading Predominantly White Rural Schools

• In Event: Lived Experiences in Negotiating Diverse Rural Identities

Abstract

This phenomenological research study served two purposes: (a) to understand the experiences of African American principals leading predominantly White rural schools, and (b) to understand how race informs the professional lives, leadership practices, and self-views of African American principals leading predominantly White rural schools. Using W. E. B. Du Bois’s double consciousness theoretical framework, in-depth semi-structured interviews, and demographic questionnaire, 11 Black participants explicitly shared their descriptions, perceptions, and interpretations of leading predominantly White rural schools. From this data, three major findings emerged. This research forces educators and policymakers to shift from a sole urban perspective to consider how race and context continue to inform African American principals' experiences, meaning-making, and opportunities.

Author

• Jamon H. Flowers, University of Georgia