Breaking Barriers: Black Women's Leadership Attainment and Experiences in Predominantly White School Districts

• In Event: Aspirations, Achievement, and Attainment: Unforgetting Structural Barriers

Abstract

This study examines the leadership journeys and experiences of Black women in predominantly White school districts (PWSDs), examining how systemic barriers related to race, gender, and leadership stereotypes impact their advancement. Using a qualitative design grounded in Critical Race Feminism, Gendered Racism, and Systemic Racism Theory, the research draws from semi-structured interviews and narratives from principals and superintendents. The findings illuminate an intersectional leadership framework rooted in resilience, overperformance, authenticity, mentorship, invisible labor, and advocacy. Additionally, this work challenges dominant leadership paradigms and contributes to equity-oriented scholarship by centering voices historically excluded from educational research. This research contributes to equity-oriented scholarship by “unforgetting” marginalized leadership histories and imagining inclusive futures for educational systems through the lens of Black women's lived experiences.

Author

• Kesha Bascombe, Malverne High School