"Ain't I a Leader?" Black Female Assistant Principals in Predominantly White, Politically Conservative Rural School Districts in North Carolina

Disciplinary practices in U.S. schools continue to disproportionately impact Black students, with Black girls often experiencing heightened surveillance and misinterpretation of behavior, particularly in rural and politically conservative contexts. In North Carolina, local control and community norms shape how discipline is enacted. This phenomenological study examined how Black Female Assistant Principals (BFAPs) in predominantly white, politically conservative rural districts interpret and enact their disciplinary authority, particularly in cases involving Black girls.In-depth, semi-structured interviews were conducted with seven BFAPs and analyzed through the lens of Critical Race Spatial Analysis (CRSA). Findings indicate that BFAPs experienced disciplinary authority as racialized boundary leadership, marked by isolated representation on leadership teams, expectations to serve as “safe” racial mediators, and conditional belonging in predominantly white institutions. Participants described using protective discretion when interpreting referrals, recoding subjective behaviors, and selecting consequences that reduced harm to Black girls while maintaining credibility and adherence to policy. They also highlighted the emotional and relational labor involved in advocating for Black girls within constrained political and organizational contexts.