From Hidden Treasure to Superwoman: Leveraging M.A.P.S. to Navigate the Trajectory and Sustainability of Black Women in Public K-12 Educational Leadership

• In Event: Celebrating 15 years of Herstories: (Re)membering Black Women's Leadership Then and Now

Abstract

“The road ahead is not going to be easy. It never is, especially for folks like you and me... there will be times … when you feel like folks look right past you, or they see just a fraction of who you really are.”
— First Lady Michelle Obama, Tuskegee University Commencement, 2015

Although students of color are significantly overrepresented in urban school districts across the United States, African American women comprise less than 15% of superintendents (Council of Great City Schools, 2014). The leadership and policy decisions that shape educational outcomes for students of color often do not reflect the demographics or lived experiences of those students (Sanchez, Thornton, & Usinger, 2008). While the teaching workforce is predominantly female, superintendency remains largely white and male.

Black women leaders bring a wealth of culturally responsive experience, often grounded in classroom success (Alston, 2005). Yet, they face layered challenges rooted in gender, race, limited mentorship, and issues related to work-life balance. This qualitative study examined how Mentorship, Access, Proficiency, and Self-care impact the experiences and trajectories of Black women superintendents in urban, suburban, and rural public-school districts.
Black Feminist Theory (Collins, 1986) provides a critical lens through which to understand these leaders’ experiences. Developed by Patricia Hill Collins, this framework recognizes the intersection of racism and sexism, centering the voices of Black women as they navigate and resist oppression. It celebrates self-definition and the capacity to transform systems despite marginalization.

Woods-Giscombe’s (2010) Superwoman Schema complements this framework by highlighting the psychological toll of societal expectations placed on Black women—the obligation to appear strong, suppress emotion, and prioritize the needs of others. These demands, while rooted in resilience, can create deep internal stress. Together, these frameworks underscore how identity and systemic pressure intersect with leadership practice.

Despite making up a small fraction of educational leaders, Black women superintendents demonstrate exemplary proficiency and resilience. Their effectiveness is closely tied to mentorship—defined as a long-term, supportive relationship that fosters professional growth (Reh, 2019). These leaders also prioritize self-care as a critical practice to sustain their well-being amid the demands of their role. Self-care encompasses intentional actions that support physical, emotional, and spiritual health (Campenni, Richards, & Muse-Burke, 2010).

Historically, leadership power structures in education have silenced the voices of women and people of color (Alston, 2000). Yet, Black women continue to lead with distinction, even when their narratives are underrepresented in leadership discourse. This study elevated their experiences and affirmed that Mentorship, Access, Proficiency, and Self-care are not only essential for the success of Black Women in educational leadership, they are acts of resistance, resilience, and revolution.

Author

• LeTrecia M. Gloster, School District of the City of York