African American Women Superintendents: Are We Being Marginalized?

Abstract

The purpose of this qualitative research was to present African American women superintendents’ narrative experiences and analyze the challenges they faced in their positions. The researcher explored the marginalization of the African American woman by discussing androcentrism, ethnocentrism, and intersectionality. The researcher explored whether race and gender served as factors in the marginalization of African American women in the role of the school district superintendent. The review of the literature included research related to stereotypes about race and gender African American women face as they strive for executive positions in school districts. The research was designed to present the theories, which connect race and gender and expand upon the perceived marginalization of African American women.

The sample included 11 African American women superintendents, across the United States, who participated in the data collection. Participants completed the Leadership Self-Assessment Survey and participated in an eight-question interview of approximately 75 to 80 minutes either via Facetime or Skype. This researcher utilized a hybrid thematic analysis of the data to find common themes that described the experiences of the superintendents. Data analysis revealed that when the superintendents self-reflected on their practices, they assessed themselves high in preparation for the role of superintendent, but identified their organizational skills and ability to develop other team member skills as their growth areas.

Findings from this study also warrant further research on the barriers African American women face in top executive positions in education.