Telling Herstory - The Preparation, Perspectives, and Persistence of Novice Black Women Principals

This was presented at the 2025 International Council of Professors of Educational Leadership conference. It is a the outcome of my dissertation. Abstract Being a Black Woman public school principal is an intensified all-encompassing yet rewarding role, marked by disparities that our white counterparts are not forced to navigate. Inspired by the daily, distressed calls from novice Black Women principals seeking support in their roles and personal experience, this qualitative study employed the Sista Circle Methodology (SCM) to explore their perceptions of principal preparation programs, professional support, and persistence strategies within the first five years of appointment in two large urban school districts. Framed by Black Feminist Thought (Collins, 1990), the study examines the social, gender, cultural, and experiential contexts unique to Black Women in principal preparation programs, contrasting with the hegemonic norm. Black Feminist Thought acknowledges that its themes—work, family, sexual politics, motherhood, and political activism—are grounded in paradigms subjugated by white male dominance, highlighting the necessity of empowering voices often marginalized. Using culturally relevant SCM, the study amplifies the lived professional experiences of these principals, fostering healing and empowerment as they share in their authentic African American Vernacular English. Findings affirm and uplift Black Women leaders while offering insights to policymakers, researchers, universities, and districts aiming to enact equitable shifts in preparation practices for all marginalized principal groups.