Dissertation/Thesis Abstract

African American women superintendents: Perceptions of barriers and strategies accessing the superintendency
by Walker, Veronique N., Ed.D., Shenandoah University, 2014, 246; 3582087
Abstract (Summary)

Research is limited regarding the demographics of African American women superintendents and their overall experiences accessing the superintendency based on gender and race. This study examined (a) the demographic profiles of African American women superintendents, (b) their perceived barriers and strategies for accessing the superintendency, and (c) if any differences existed among African American women superintendents based on their age, degree, location, and years in their present position.

African American women have a rich history of service in the education field. The framework for this study was therefore based upon the intrinsic motivators and extrinsic strategies of historical African American women educational leaders, as their barriers and strategies foreshadowed those of contemporary African American women superintendents.

The study employed a quantitative methodology, using the adapted Questionnaire on Perceptions of Barriers and Strategies Impacting on African American Women Accessing the Superintendency. The original questionnaire, Questionnaire on Perceptions of Barriers and Strategies Impacting on Women Securing the Superintendency, was created by Dulac (1992) and later modified by D. M. Anderson (1998) for use in their dissertation studies, and has been replicated in several dissertation studies. Permission was obtained from Dulac and Anderson to modify, adapt, and use the questionnaire.

The sample population included African American women superintendents in the United States. Descriptive statistics and t tests were used to analyze returned, useable questionnaires.

Findings provided a standard profile of the contemporary African American woman superintendent, as well as the highest perceived strategies and barriers regarding superintendency acquisition. Findings indicated significant differences in perceptions of barriers based on degree and years in their present position categories. Findings also indicated significant differences in perceptions of strategies based on age, degree, location and years in their present position categories.

Conclusions and recommendations for further research provide a framework regarding how the study benefits African American women superintendent aspirants, educational leadership graduate programs, school district's recruiting and hiring practices, and future research regarding African American women superintendents.

Indexing (document details)
Advisor: Morton, Clarresa
School: Shenandoah University
School Location: United States -- Virginia
Source: DAI-A 76/07(E), Dissertation Abstracts International
Subjects: African American Studies, Educational leadership, Womens studies, School administration
Keywords: African-American, Educational leadership, Superintendency, Women administrators, Women leaders, Women of color educators
Publication Number: 3582087
ISBN: 9781321600940
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