서브메뉴
검색
Breaking Barriers: Black Women's Leadership Attainment and Experiences in Predominantly White School Districts
Breaking Barriers: Black Women's Leadership Attainment and Experiences in Predominantly White School Districts
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103047
- ISBN
- 9798280783300
- DDC
- 371
- 서명/저자
- Breaking Barriers: Black Womens Leadership Attainment and Experiences in Predominantly White School Districts
- 발행사항
- [Sl] : University of Pennsylvania, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 207 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-12, Section: A.
- 주기사항
- Advisor: Kane, Andrea M.
- 학위논문주기
- Thesis (Ed.D.)--University of Pennsylvania, 2025.
- 초록/해제
- 요약This qualitative research dissertation addressed the challenges Black women faced in ascending to middle and upper management positions in education, particularly in predominantly White school districts (PWSD) and among leadership teams across the United States. The challenges stemmed from the intersection of race, gender, and societal stereotypes regarding leadership roles. By exploring the lived experiences, triumphs, and skills of Black women principals and superintendents in secondary schools and district-level positions, the study uncovered systemic barriers that hindered timely advancement and highlighted the strategies they used to navigate these obstacles. The study was grounded in the theoretical frameworks of critical race feminism, gendered racism, and systemic racism. It examined how the intersectionality of oppression, race, and gender influenced their leadership journeys. The research followed a three-phase design: (a) recruitment and sampling, (b) data collection, and (c) data analysis and interpretation. Data collection methods included semi-structured interviews and qualitative questionnaires which provided rich narrative data on the participants' experiences. By highlighting these experiences, the research contributed to a deeper understanding of the systemic barriers that impeded their advancement and identified strategies they employed to overcome these challenges. The findings offered insights that could guide PWSDs in supporting women leaders of color and embedding an equity lens into professional development programs for educators and higher education curriculum.
- 일반주제명
- Educational leadership
- 일반주제명
- Education
- 일반주제명
- Curriculum development
- 키워드
- Black women
- 키워드
- Principals
- 키워드
- School districts
- 키워드
- Superintendents
- 기타저자
- University of Pennsylvania Educational and Organizational Leadership
- 기본자료저록
- Dissertations Abstracts International. 86-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008260126s2025 us c eng d■001000017356845
■00520260202103047
■006m o d
■007cr#unu||||||||
■020 ▼a9798280783300
■035 ▼a(MiAaPQ)AAI31931015
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aBascombe, Kesha A.
■24510▼aBreaking Barriers: Black Women's Leadership Attainment and Experiences in Predominantly White School Districts
■260 ▼a[Sl]▼bUniversity of Pennsylvania▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a207 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-12, Section: A.
■500 ▼aAdvisor: Kane, Andrea M.
■5021 ▼aThesis (Ed.D.)--University of Pennsylvania, 2025.
■520 ▼aThis qualitative research dissertation addressed the challenges Black women faced in ascending to middle and upper management positions in education, particularly in predominantly White school districts (PWSD) and among leadership teams across the United States. The challenges stemmed from the intersection of race, gender, and societal stereotypes regarding leadership roles. By exploring the lived experiences, triumphs, and skills of Black women principals and superintendents in secondary schools and district-level positions, the study uncovered systemic barriers that hindered timely advancement and highlighted the strategies they used to navigate these obstacles. The study was grounded in the theoretical frameworks of critical race feminism, gendered racism, and systemic racism. It examined how the intersectionality of oppression, race, and gender influenced their leadership journeys. The research followed a three-phase design: (a) recruitment and sampling, (b) data collection, and (c) data analysis and interpretation. Data collection methods included semi-structured interviews and qualitative questionnaires which provided rich narrative data on the participants' experiences. By highlighting these experiences, the research contributed to a deeper understanding of the systemic barriers that impeded their advancement and identified strategies they employed to overcome these challenges. The findings offered insights that could guide PWSDs in supporting women leaders of color and embedding an equity lens into professional development programs for educators and higher education curriculum.
■590 ▼aSchool code: 0175.
■650 4▼aEducational leadership
■650 4▼aEducation
■650 4▼aEducational administration
■650 4▼aCurriculum development
■653 ▼aBlack women
■653 ▼aEducational leaders
■653 ▼aPredominantly White school districts
■653 ▼aPrincipals
■653 ▼aSchool districts
■653 ▼aSuperintendents
■690 ▼a0449
■690 ▼a0515
■690 ▼a0514
■690 ▼a0727
■71020▼aUniversity of Pennsylvania▼bEducational and Organizational Leadership.
■7730 ▼tDissertations Abstracts International▼g86-12A.
■790 ▼a0175
■791 ▼aEd.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17356845▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
