Abstract
African-American women face substantial career barriers when seeking ascension to educational leadership. Numerous factors contribute to career advancement barriers, such as systemic, institutional challenges, organizational factors, personality, and individual contributors. Various systemic and managerial aspects, directly and indirectly, were considered barriers for African-American women when attempting to gain equity in the ascension process to leadership. Microaggressions, racism, and overt harassment in the workplace inhibit African-American women from advancing to leadership positions. The percentage of African-American principals is proportionately low compared to White principals. African-American employees are less likely to be promoted, wait longer for promotion, or are passed over for promotion than White assistant principals. African-American female school leaders identify that racism, microaggressions, and sexism are typical experiences for African-American women in public school contexts, ultimately affecting their ability to ascend to leadership positions. This qualitative study examined how African-American female principals could be more successful in acquiring the principal position by describing strategies, best practices, challenges, and recommendations and measuring and defining success for advancing into principal roles in California. The researcher employed a qualitative methodology and a descriptive design to gather information from 16 African-American female principals in California. The researcher gathered information through qualitative semi-structured interviews with principals. Data was analyzed using thematic analysis procedures. The findings highlight the multifaceted nature of success in leadership and advocate for a nuanced understanding of the barriers faced by these women and the comprehensive measures needed to overcome them. The findings support research for continued efforts in both theory and practice to dismantle systemic barriers and pave the way for more inclusive and equitable leadership opportunities.
Library of Congress Subject Headings
African Americans—Educators--Leadership; African American school administrators; African American women school administrators; African American school principals; African American women school principals
Date of Award
2024
School Affiliation
Graduate School of Education and Psychology
Department/Program
Education
Degree Type
Dissertation
Degree Name
Doctorate
Faculty Advisor
Gabriella Miramontes
Recommended Citation
Hamilton-Yates, Carla, "When education and qualifications are not enough" (2024). Theses and Dissertations. 1533.
https://digitalcommons.pepperdine.edu/etd/1533
