Date of Award

Fall 2022

Document Type

Open Access Dissertation

Department

Educational Leadership and Policies

First Advisor

Peter Moyi

Second Advisor

Suzy Hardie

Abstract

Black Women principals have unique experiences that they have lived that influence the way they lead schools. Strong and committed leadership creates school environments where children can thrive.

This study illuminated the connectivity of race, class, and gender to the lived experiences of Black Women principals according to the Africana Womanism paradigm set forth by Dr. Clenora Hudson-Weems (2020). The question my research sought to answer was: How do the lived experiences, as they relate to race, class, and gender, of Black Women principals impact the way they lead? The sub-question for the study was: How do the lived experiences of Black Women principals impact their styles of leading and the effect of those leadership styles on the culture and climate in their schools?

A phenomenological approach was selected to examine the lived experiences of six Black Women principals in a southeastern state. The findings revealed the lived experiences of Black Women principals have a tremendous influence on the way they lead in six ways. Their lived experiences have connected them with themselves and others, have caused them to lead with integrity, have caused them to be accountable to themselves and others, have caused them to be an inspiration to others, have caused them to be adaptable, and have caused them to be good listeners who truly care about others. These findings are firmly grounded in the eighteen characteristics of Africana Womanism.

Rights

© 2022, Tamara S. Taylor

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