Doctor of Education (EdD), Ohio University, 2015, Educational Administration (Education)

The ratio of African American females in the position of high school principal in the State of Ohio is disproportionate to the number of credentialed, willing candidates. The central focus of this study was to examine whether or not gender and racial barriers exist when obtaining the position of high school principal. This study also posited to identify perceptions of gender and racial barriers, which could also inhibit access to the principalship for African American female assistant principals. Nine African American urban female principals and assistant principals were interviewed to ascertain their beliefs regarding barriers, supports, race and gender to the position of high school principal.This study found that African American female principals and assistant principals identified several barriers to the high school principalship of which race and gender were the most influential factors.

Committee: Dwan Robinson (Advisor) Subjects: African Americans; Education; Teacher Education; Womens Studies

Doctor of Education, Ashland University, 2016, College of Education

This study explored factors associated with the persistence of middle- and late-career African American female principals. In addition to the central focus, this study also sought to determine what roles race and gender, identity shifts, psychological contracts and role definition played in the persistence of these principals. There is limited research surrounding the lived experiences of African American female principals with little emphasis on middle- and late-career females. This study employed a qualitative design utilizing five principals from the same midwestern state. All participants had served as principals for a minimum of ten years, and were involved in in-depth interviews. Once interview and document data were collected, several themes emerged: a) Personal characteristics, b) Servant leadership, and c) Spiritual Guidance. Issues surrounding the persistence of middle- and late-career African American female principals within past and present educational settings are discussed in this study, followed by implications, and researcher reflections.

Committee: James L. Olive Ph.D. (Committee Chair); Judy A. Alston Ph.D. (Committee Member); Rosaire Ifedi Ed.D. (Committee Member) Subjects: African American Studies; African Americans; Education; Educational Leadership; Multicultural Education