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ERIC Number: ED548702
Record Type: Non-Journal
Publication Date: 2011
Pages: 216
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-3116-8
Career Path Processes as Perceived by African American Female School Principals
Leathers, Sonja
ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Chapel Hill
This study sought to improve our understanding of factors that influence the career paths of African American female school principals in North Carolina. Three pertinent research questions were addressed in this study: (1) What formative experiences influence the career path decisions of African American females who want to become school principals? (2) What institutional, environmental and professional factors are considered to help shape the career paths of African American female school principals? (3) What coping mechanisms do African American female school principals employ that counteract perceived barriers to their administrative careers? The conceptual framework for this study was the Lent, Brown, and Hackett (1994) Social Cognitive Career Theory (SCCT). Usage of this theory served as a model for assessing outcome expectations, personal goals, and self-efficacy for these women. This qualitative research study focused on the career paths of African American female principals from a large school district in North Carolina, the Pegasus School District. Data was collected from these principals by using open-ended semi-structured questions during face-to-face interviews. This research will expand our body of knowledge about what may impact career path decisions of African American female school principals. A better understanding of the career paths of these women will fill the void in the literature that specifically addresses career path processes for African American female principals and provide a basis from which to develop more sophisticated analyses of their choices and decisions and reveal dynamics that lead to their success as school principals. Additionally, the stories of these successful African American female principals should help to inform the future direction of other African American female teachers who aspire to positions as school principals. The resulting experiences of these African American females revealed satisfaction in their jobs. Many believed that they had excellent help in reaching the top job, mostly from supervising principals. They also believe that they are effective in their roles and they were able to access the principalship regardless of the gender, racial bias, obstacles and barriers that some experienced. The number of African American female principals in the Pegasus School District continues to be steady and is representative of the teacher population. However, any increase in the numbers of African American female principals could possibly hinge on the success of these women and the stories they share. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina