subject:(Black female administrators)

Louisiana State University

1. Smith, Allison Michelle. Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions.

Degree: PhD, Education, 2016, Louisiana State University

URL: etd-07082016-173732 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3470

► In choosing to look at the impact of white racially homogeneous work environments, if any, in relation to Black women higher education administrators, this research… (more)

Subjects/Keywords: Black Girl Magic; higher education; higher education administration; PWI; predominantly White institution; retention; Black Girls are Magic; Black Girls Rock; Black Women; Black Women administrators; Black female administrators; Black female

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APA (6^th Edition):

Smith, A. M. (2016). Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07082016-173732 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3470

Chicago Manual of Style (16^th Edition):

Smith, Allison Michelle. “Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions.” 2016. Doctoral Dissertation, Louisiana State University. Accessed January 19, 2021. etd-07082016-173732 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3470.

MLA Handbook (7^th Edition):

Smith, Allison Michelle. “Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions.” 2016. Web. 19 Jan 2021.

Vancouver:

Smith AM. Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions. [Internet] [Doctoral dissertation]. Louisiana State University; 2016. [cited 2021 Jan 19]. Available from: etd-07082016-173732 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3470.

Council of Science Editors:

Smith AM. Black Girl Magic: How Black Women Administrators Navigate the Intersection of Race and Gender in Workspace Silos at Predominantly White Institutions. [Doctoral Dissertation]. Louisiana State University; 2016. Available from: etd-07082016-173732 ; https://digitalcommons.lsu.edu/gradschool_dissertations/3470

University of Toronto

2. Newton-Thompson, Charis Anita. Mentoring Experiences of Black Female Public Secondary School Administrators in Southern Ontario, Canada.

Degree: PhD, 2020, University of Toronto

URL: http://hdl.handle.net/1807/101272

► This study investigated the mentoring relationships experienced by Black female public secondary school principals and vice principals. I interviewed eight principals and eight vice principals… (more)

Subjects/Keywords: African Canadian/Black administrators; Black/African Canadian female principals; Black/African Canadian female public school administrators; Black/AfricanCanadian female vice principals; Double consciousness; Mentorship; 0449

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APA (6^th Edition):

Newton-Thompson, C. A. (2020). Mentoring Experiences of Black Female Public Secondary School Administrators in Southern Ontario, Canada. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/101272

Chicago Manual of Style (16^th Edition):

Newton-Thompson, Charis Anita. “Mentoring Experiences of Black Female Public Secondary School Administrators in Southern Ontario, Canada.” 2020. Doctoral Dissertation, University of Toronto. Accessed January 19, 2021. http://hdl.handle.net/1807/101272.

MLA Handbook (7^th Edition):

Newton-Thompson, Charis Anita. “Mentoring Experiences of Black Female Public Secondary School Administrators in Southern Ontario, Canada.” 2020. Web. 19 Jan 2021.

Vancouver:

Newton-Thompson CA. Mentoring Experiences of Black Female Public Secondary School Administrators in Southern Ontario, Canada. [Internet] [Doctoral dissertation]. University of Toronto; 2020. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1807/101272.

Council of Science Editors:

Newton-Thompson CA. Mentoring Experiences of Black Female Public Secondary School Administrators in Southern Ontario, Canada. [Doctoral Dissertation]. University of Toronto; 2020. Available from: http://hdl.handle.net/1807/101272

Texas A&M University

3. Rose, Shirley A. An Autoethnographic Study: An African American Woman’s Perception of her Journey to the Principalship.

Degree: EdD, Educational Administration, 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/149360

► The purpose of this qualitative autoethnographic study was to add to the research of African American female secondary principals. Most research in the field of… (more)

▼ The purpose of this qualitative autoethnographic study was to add to the research of African American female secondary principals. Most research in the field of education concerning women reflects women in general and is not specific to African American women. More research is needed for and by African American women as it pertains to the study of female leadership on secondary public school campuses. The traditional high school principal is White, male, married, and middle income. With the inception of President Obama’s Race to the Top and the age of accountability, the traditional building principal motif is changing. Accountability and higher standards have changed just about every aspect of education. his autoethnography represents my professional journey as it pertains to obtaining a principalship in a high school. As the story was written, it became apparent though my writings in order to explain the journey, it was evident I needed to share my life experiences about who I am to further bring understanding and clarity to the study. Being Black and female, compounded by the attainment of a high level of education, predictably creates problems on both a professional and personal level. The research is shared through traditional research methods as well as vignettes or anecdotes to tell the story. Storytelling is important because it adds context to the situation and allows the reader not only to comprehend but to also become part of the experience. The review of the literature for this autoethnographic journey signified African American women as a renewed prototype for effective school leadership, especially as it pertained to schools with placed at-risk children. Theoretical framework included Womanism, Critical Race Theory, Female Leadership, Cultural Identity, Principal Leadership and the history of African Americans as educational leaders. My findings, based on research presented, although scarcity exists among African American female high school principals; we are now believed to possess the qualities necessary for a school to be successful. This scarcity is caused by lack of African American mentors and sexism and/or racism in hiring practices. Advisors/Committee Members: Webb-Hasan, Gwendolyn (advisor), Carter, Norvella P (committee member), Venzant-Chambers, Terah (committee member), Alfred, Mary (committee member).

Subjects/Keywords: African American Female Administrators; African American Female; High School Principals; Black High School Principals; African American High School Administrators

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rose, S. A. (2013). An Autoethnographic Study: An African American Woman’s Perception of her Journey to the Principalship. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149360

Chicago Manual of Style (16^th Edition):

Rose, Shirley A. “An Autoethnographic Study: An African American Woman’s Perception of her Journey to the Principalship.” 2013. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/149360.

MLA Handbook (7^th Edition):

Rose, Shirley A. “An Autoethnographic Study: An African American Woman’s Perception of her Journey to the Principalship.” 2013. Web. 19 Jan 2021.

Vancouver:

Rose SA. An Autoethnographic Study: An African American Woman’s Perception of her Journey to the Principalship. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/149360.

Council of Science Editors:

Rose SA. An Autoethnographic Study: An African American Woman’s Perception of her Journey to the Principalship. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149360

4. Smith, Stella Luciana. African American females in senior-level executive roles navigating predominately white institutions : experiences, challenges and strategies for success.

Degree: PhD, Educational Administration, 2013, University of Texas – Austin

URL: http://hdl.handle.net/2152/21716

► The purpose of this study was to determine the experiences, challenges and strategies for success of African American female senior-level executives at predominately white institutions… (more)

▼ The purpose of this study was to determine the experiences, challenges and strategies for success of African American female senior-level executives at predominately white institutions (PWIs). This qualitative study used a phenomenological perspective to address the research questions, as phenomenology was uniquely suited to capture participants lived experiences (Guido, Chávez, & Lincoln, 2010; Perl & Noldon, 2000). The conceptual framework for the study was based on the theoretical concepts of black feminist theory, biculturalism and intersectionality. The combination of these theories was uniquely appropriate for researching the lived experiences of African American women (Barrett, Cervero, & Johnson-Bailey, 2003; Collins, 2000; Du Bois & Edwards, 2007). Black feminist theory addressed the lived experiences of African American women (Collins, 2000); intersectionality highlighted the oppression of African American women (Collins, 2000) and biculturalism explained how African American women adapt to be successful (Barrett, et al., 2003). The findings for this study of African American female senior-level executives at predominately white institutions include: regarding experiences (1) relationships and connection were essential; (2) strategic and political savvy were vital; (3) one must have an awareness of your perception; (4) higher education was an isolating place; (5) racism and sexism were still prevalent; and (6) work/life balance was a myth; regarding identities (7) creation of a professional identity as the primary identity at PWI; (8) race and gender as prominent identities; and (9) personal persona purposely protected from PWI; and regarding strategies to cope with challenges and celebrate successes (10) know yourself and focus on your goals; (11) identify something to ground you outside of the PWIs; (12) invest in your success through academic and professional preparation; and (13) advance to uplift others. Advisors/Committee Members: Reddick, Richard, 1972- (advisor).

Subjects/Keywords: Black feminist theory; Biculturalism; African American female administrators in higher education; Women’s studies; Educational administration; Affirmative action; Diversity

…several researchers have focused on the experiences of African American female administrators in… …faculty member, a handful of Black administrators spread in insignificant ways throughout the… …stated: Given the occult of true Black womanhood, to be (not so) young, female, and… …female administrators, researchers stressed that more studies were needed that examined their… …African American female administrators. Moreover, because participation was voluntary and not…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Smith, S. L. (2013). African American females in senior-level executive roles navigating predominately white institutions : experiences, challenges and strategies for success. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21716

Chicago Manual of Style (16^th Edition):

Smith, Stella Luciana. “African American females in senior-level executive roles navigating predominately white institutions : experiences, challenges and strategies for success.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed January 19, 2021. http://hdl.handle.net/2152/21716.

MLA Handbook (7^th Edition):

Smith, Stella Luciana. “African American females in senior-level executive roles navigating predominately white institutions : experiences, challenges and strategies for success.” 2013. Web. 19 Jan 2021.

Vancouver:

Smith SL. African American females in senior-level executive roles navigating predominately white institutions : experiences, challenges and strategies for success. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/2152/21716.

Council of Science Editors:

Smith SL. African American females in senior-level executive roles navigating predominately white institutions : experiences, challenges and strategies for success. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21716

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