A Phenomenological Study of Black Female School Administrators and their Stories of Leadership

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division A - Section 1: Leadership Virtual Poster Session

Abstract

This phenomenological study explores the lived experiences of Black female school administrators in a large public school district in Indiana. We examine how participants navigate systemic barriers and enact leadership practices rooted in equity, community, and justice. Semi-structured interviews with three leaders revealed four themes: purpose-driven leadership, identity and representation, organizational support and mentorship, and equity-centered practice. Participants described entering leadership to challenge systemic inequities, often navigating racialized and gendered scrutiny while fostering culturally inclusive school environments. Their approaches reflect applied critical leadership and transformative practice that disrupt dominant, Eurocentric paradigms. Data analysis revealed how participants’ identities shaped their work and vision for student success. Findings highlight the importance of centering Black women’s voices in principal preparation programs and leadership development.

Authors

• Tommy Wells, Bellarmine University

• Vanessa Gee, Indiana University - Purdue University at Indianapolis