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ERIC Number: ED562961
Record Type: Non-Journal
Publication Date: 2013
Pages: 122
Abstractor: As Provided
ISBN: 978-1-3034-8357-8
Fighting through Resistance: Challenges Faced by African American Women Principals in Predominately White School Settings
Jackson, Alicia D.
ProQuest LLC, Ph.D. Dissertation, Capella University
African American women represented a growing proportion within the field of education in attaining leadership roles as school principals. As the numbers continued to rise slowly, African American women principals found themselves leading in diverse or even predominately White school settings. Leading in such settings encouraged African American women to find ways to deal with resilient behaviors that were encountered in such settings. Using critical race theory, phenomenological variant ecological systems theory (PVEST), and Black feminist theory, this qualitative, phenomenological study explored the experiences, challenges, and perceptions of three African American women principals who lead in predominately White school settings in the southeastern United States. This replicated study investigated their experiences in such settings and how they dealt with the challenges faced while leading in predominately White school settings. The research methodology was grounded in phenomenological inquiry that included in-depth, face- to- face interviews, and the use of the Cross Racial Identity Scale (CRIS) by Dr. William Cross, 2004. The research showed that African American women principals faced many challenges related to race, context, and identity and were subjected to many susceptibilities while leading in predominately White school settings. The principals were able to overcome these challenges they faced by using resilient coping mechanisms that helped them become strong leaders in their specific school communities. This research helped to document the experiences of each individual African American woman principal and described how they coped with adversity, and informed the field of educational leadership of the successes of African American women who lead in predominately White school settings. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A