Date Approved

7-14-2025

Embargo Period

7-14-2025

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Education

College

College of Education

Advisor

James Coaxum, III, Ph.D.

Committee Member 1

Jo Ann B. Manning, Ed.D.

Committee Member 2

Sheree Alexander, Ed.D.

Keywords

African American;Assistant Principal;Female;Vice Principal;Women

Disciplines

Education | Educational Leadership

Abstract

This qualitative dissertation explores the lived experiences of African American women vice principals, an underrepresented group in educational leadership. There is a need to address the gap in scholarly research that disproportionately focuses on principals and European ethnicity. This study includes the voices and counter-stories of five African American women vice principals. Using critical race theory and Black feminist thought as theoretical frameworks, the study examines how race and gender influence their leadership experiences. Data was collected through interviews and analyzed to identify key themes. The research questions focus on how these vice principals describe their roles and responsibilities and how race and gender affect their treatment by principals, peers, and subordinates. Key findings reveal experiences related to frustration with the distribution of tasks, gender bias, race being a questioned authority, and strategies for maintaining a positive attitude. The study aims to provide a more inclusive understanding of educational leadership and to counter the invisibility of African American women vice principals. Ultimately, this dissertation seeks to promote further research and theory development relevant to the progression of African American women educational leaders in the United States.

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