Melanated Reflections Through Testimonios: Centering the Experiences of African American Women Teachers Turned Leaders and Their Implications on Recruitment, Selection, Hiring, and Retention of Women of Color in Leadership Positions

According to the National Center for Education Statistics (2022), during the 2017–2018 academic year, only 7% of all teachers identified as Black or African American, with approximately 76% of that group being women. This qualitative study investigates the lived experiences of African American women educators who have transitioned into leadership roles within P–12 educational settings across the Great Plains Region of the United States. The research explores how their experiences intersect with issues of racial and gender equity, particularly within the broader discourse of social justice in education and educational leadership.Framed within the theoretical lens of Black Feminist Thought, this study critically examines how the intersection of race and gender influences African American women’s pathways to leadership and the systemic barriers they encounter in comparison to their white female, male of color, and white male counterparts. By utilizing narrative inquiry and centering the voices of participants through "Testimonios," this research captures personal reflections on their professional journeys from classroom teaching to leadership roles.The study identifies key factors that shaped participants’ leadership trajectories, including institutional support, mentorship, and resilience in navigating predominantly white educational spaces. It also uncovers persistent challenges such as racialized and gendered expectations, marginalization in decision-making processes, and inequitable access to advancement opportunities.This work contributes to the existing body of literature by offering a nuanced understanding of the structural impediments faced by African American women educators in attaining leadership roles. Furthermore, it presents evidence-based recommendations for educational institutions to enhance recruitment, selection, hiring, retention, and promotion practices. By amplifying the voices of African American women leaders, the study underscores the urgent need for intentional strategies that foster inclusive and equitable leadership pipelines in P–12 education.Advisor: Deryl Hatch-Tocaimaza