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The study addresses persistent gender and racial underrepresentation in school administration, emphasizing equity, diversity, and social justice. Findings are intended to inform professional development and leadership programs focused on recruiting and retaining African American female leaders while illuminating shared lived perspectives and challenges.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/personal-professional-and-sociocultural-experiences-of-african-american-female-school-leaders-volume-1-study-overview/590544/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/personal-professional-and-sociocultural-experiences-of-african-american-female-school-leaders-volume-1-study-overview/590544.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the phenomenological study?","Question",{"text":112,"@type":113},"The study aims to understand the personal, professional, and sociocultural experiences of ten African American female school leaders across multiple suburban districts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which research questions guide the study?",{"text":117,"@type":113},"The central question asks what participants’ perspectives are on being African American female school leaders, with sub-questions about challenges, coping strategies, positive experiences, recognition of positives, and balancing work, family, and civic obligations.",{"name":119,"@type":110,"acceptedAnswer":120},"Why was a phenomenological methodology used?",{"text":121,"@type":113},"Because the focus is on lived experiences shared among participants. 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Robinson, Birmingham City Schools  \nThe purpose of this phenomenological study was to explore and gain an in-depth understanding of the personal, professional, and sociocultural experiences of ten African American female school leaders serving as assistant principals, principals, and central office administrators in four suburban school districts in the southeast region of the United States. By exploring the lives of these school leaders, greater insights may be gained to open the door to this underrepresented population. This research may be valuable for professional development planning and educational leadership programs with the objective of recruiting and retaining more African American female suburban school leaders.  \nWomen comprise approximately 84% of the teaching workforce in public schools in the United States, yet female leaders only comprise approximately 29% of principalships in public schools and within the 29%, African American women only hold 10% of the principalships in public schools (National Center for Education Statistics, 2007-2008) . Women are “overrepresented in teaching” but “underrepresented in administration”(Shakeshaft, 1999, p. 100) . The irony is women are the majority of students enrolled in educational administration programs (Shakeshaft, Brown, Irby, Grogan, & Ballenger, 2007; Sherman, 2005) . With expansive research, educational leadership, equity, diversity, and social justice have become significant topics of interest (Horsford, 2012; Loder, 2002) . Moreover, the stigma of gender and racial biases are quite common in today's society, including school districts where women and people of color are often ignored for leadership positions (Dana & Bourisaw, 2006) . Society plays a critical role in forming gendered norms and expectations for men and women (Lorber, 1994) . African American men and women encounter race and gender issues as part of society's “fundamental organizing principle of social structure”(Collins, 1998, p. 209) .  \nEducational leadership in the 21st century requires individuals who have the ability to build positive working relationships with individuals from diverse backgrounds with diverse experiences (Tatum, 2007) . A key factor of this realization is the need to recruit and retain more African American women in school leadership positions (Brown, 2005) . The history of women in leadership does not provide a fair and proportionate representation compared to their male counterparts (Shakeshaft, 1999) . The significant contributions of African Americans, especially women, in the areas of education and educational leadership have been greatly undervalued (Jackson, 1999; Reed & Evans, 2008) .  \nAlabama Journal of Educational Leadership  \nVolume 1, September 2014  \n© 2014 Alabama Association of Professors of Educational Leadership  \nTherefore, it is imperative to know the personal, professional, and sociocultural experiences of African American female school leaders in order to garner a different perspective of educational leadership.  \nBy sharing their personal, professional, and sociocultural experiences, African American female school leaders may provide the insight needed for current and aspiring minority female school leaders. An increased effort to “recruit and retain women of color at all levels” of educational leadership is drastically important (Tillman and Cochran, 2000, p. 50) . Although women have made modest progress over the years, not much is known about the personal, professional, and sociocultural experiences of minority women as leaders in the educational field (Celikten, 2005) .  \nResearch Questions  \nThis phenomenological study was guided by the following central research question: What perspectives do these study participants have regarding their personal, professional, and sociocultural experiences of being an African American female school leader","cbCailBdUHamQNPY","https://ap.wps.com/l/cbCailBdUHamQNPY","pdf",199006,11,"English","# Research Purpose and Context\n## Representation and Equity Rationale\n# Research Questions\n# Methodology (Phenomenological Approaches)","[{\"question\":\"What is the purpose of the phenomenological study?\",\"answer\":\"The study aims to understand the personal, professional, and sociocultural experiences of ten African American female school leaders across multiple suburban districts.\"},{\"question\":\"Which research questions guide the study?\",\"answer\":\"The central question asks what participants’ perspectives are on being African American female school leaders, with sub-questions about challenges, coping strategies, positive experiences, recognition of positives, and balancing work, family, and civic obligations.\"},{\"question\":\"Why was a phenomenological methodology used?\",\"answer\":\"Because the focus is on lived experiences shared among participants. The study distinguishes hermeneutical and transcendental phenomenological approaches and selects hermeneutical phenomenology to interpret real-life experiences.\"}]","Personal, Professional, and Sociocultural Experiences of African American Female School Leaders - Volume 1 - Study Overview | PDF",1792069853,28]