African American women in education leadership: A phenomenological case study

This qualitative phenomenological case study examined the leadership experiences of five African American women in education leadership through the lens of standpoint theory and the glass ceiling boundary farmwork. Despite evidence suggesting positive correlations between student success and leadership representation, African American women remain significantly underrepresented in education leadership. Using purposeful criterion sampling within an urban school district, this research explored barriers, intersectional challenges, and theoretical explanations for these phenomena. Data collected included semi-structured interviews and district documentation. Four prominent themes emerged: importance of mentorship and networks, navigation of identity and authenticity, family support systems, and faith as a foundational support. Participants developed sophisticated strategies for maintaining authentic leadership while navigating environments with conflicting race and gender expectations. Findings revealed participants leveraged their unique standpoint to develop heightened situational awareness while encountering barriers across societal, organization, and individual levels. Faith emerged as a critical resource providing both personal strength and a framework for authentic leadership development. Recommendations include implementing structured mentorship programs specifically for African American women, creating transparent leadership pathways, and recognizing the emotional tax these leaders experience. This study contributes to educational leadership literature by illuminating how African American women leaders construct support networks and utilize cultural resources to overcome systemic barriers.