Doctor of Philosophy (PhD), Wright State University, 2016, Human Factors and Industrial/Organizational Psychology PhD

The effect of implicit bias on discriminatory grading in education has received considerable attention but, to date, no study has examined the effectiveness of using a rubric to reduce biased grading. Current research has demonstrated that the presence of a gender-normative name is sufficient to activate implicit gender bias, which can result in disparate treatment. The purpose of this study was to examine the effects of implicit and explicit gender bias on grading decisions for written assignments. When grading identical essays on the topic of computers (stereotypically-male), participants assigned significantly lower grades when the essay was supposedly written by a female author, compared to a male author. This difference was more pronounced in participants who had a stronger implicit association of men with science (high implicit bias). Male and female author grades did not differ when assigned by participants who were low in implicit bias. Further, participants who were high in implicit bias, but reported low explicit prejudice toward women in STEM graded the female author more harshly than the male author. This study also investigated the effectiveness of using a rubric to decrease bias effects on grading. Unexpectedly, use of the rubric enhanced the effect of implicit bias on grading when the author gender and essay topic were stereotype-inconsistent (i.e. female computer author). It is possible that rubric use further depleted cognitive resources already limited by dissonant implicit and explicit attitudes. While rubrics might increase the perception of objectivity, they might also inadvertently serve to amplify the effect of implicit gender bias when the topic being graded is strongly-gender normative.

Committee: Tamera Schneider Ph.D. (Advisor); Kevin Bennett Ph.D. (Committee Member); Gary Burns Ph.D. (Committee Member); Martin Gooden Ph.D. (Committee Member) Subjects: Educational Evaluation; Educational Psychology; Gender Studies; Psychology; Social Psychology; Social Research; Womens Studies

Bachelor of Arts, Wittenberg University, 2022, Organizational Leadership

Even though women comprise more than 51% of the population of the United States, they still only represent approximately one quarter of the primary political representation in the country. High profile campaigns by female candidates in recent years have served to spotlight some of the gender-related barriers that still exist today. The scrutiny of the candidates and campaigns of Hilary Clinton, Sarah Palin and, more recently, Kamala Harris, give evidence of the disparities that exist between the treatment of male and female candidates by the public and the media. Even though women have had political power via their right to vote for just over a century, there are still gender-related barriers that exist as women strive to take a more active and representative role in the political arena. This thesis hypothesizes that men and women differ in the biases experienced in political campaigning. An e-mail survey was sent out to a number of individuals who had held or campaigned for political office in three Ohio counties. The top three campaign barriers identified collectively by survey respondents were difficulties meeting constituents and connecting with voters, funding and fundraising, and challenges associated with political party identification and lack of party support for some candidates. While the objective of the survey was primarily intended to identify and investigate gender-related barriers experienced by local candidates, results served to highlight some barriers that were common to all candidates and were therefore not uniquely gender-related. Although some common barriers clearly existed, the challenges presented by those common barriers appear to have been increased for female candidates. Biases mentioned by female survey respondents included traditional gender role expectations, particularly the “mother” role, biases associated with physical appearance and fashion choices, lack of political party support, and campaign finance and funding issues.

Committee: Wendy Wells (Advisor); James Allan (Committee Member); Katie Warber (Committee Member) Subjects: Political Science; Womens Studies

Doctor of Education (Ed.D.) in Leadership Studies, Xavier University, 2022, Leadership Studies and Human Resource Development

This study investigated the extent to which teacher and staff's gender role beliefs differ from the U.S. population and such beliefs are associated with their preference of leader gender in a P-8 Midwestern school through the lens of Bandura's (1971) Social Learning Theory. Teachers and staff who participated in this study responded to the survey questionnaires pertaining to gender role bias from World Value Survey Wave 7 (2017-2020). A series of one-sample T-test showed that there is not a significant difference in gender role beliefs at the P-8 school in comparison to the World Value Survey results targeting the U.S. population except for the two survey items: 1) Being a housewife is just as fulfilling as working for pay; and 2) When jobs are scarce, men should have more right to a job than women. Regarding the two survey items, the school participants showed a significantly lower level of gender role bias than the U.S. general population. Logistic regression analyses revealed that participants' gender role beliefs are not significantly associated with teachers and staff's preference of leader gender after taking into account the participants' gender, position type, and age. Despite the non-significant findings from the quantitative data, the qualitative data from the survey's open-ended question showed gender role beliefs in favor of female or male leaders, reflecting that gender role bias exist among some teachers. The study's findings could inform best practices for enhancing gender equality in leadership position in a K-12 setting.

Committee: Ahlam Lee Ph.D. (Advisor); So Jung Park Ph.D. (Committee Member) Subjects: Educational Leadership

Doctor of Business Administration (D.B.A.), Franklin University, 2020, Business Administration

The under-representation of women in top executive positions has tremendously gained attention in the corporate world, among researchers, and policymakers, which led this researcher to investigate this topic. Despite the legislation on equal employment opportunities, and the government provided solutions to eradicate discriminatory practices and inequality in the workplace, 11% of women functioned in managerial to chief executive positions in the United States banking industry (Catalyst, 2020). These numbers make experienced and qualified women feel undervalued and reduce the zeal and desire of younger women to aspire to get into top executive positions in the future. The study synthesized existing literature to have a better understanding of the research problem and applied a qualitative phenomenological approach to collect data from 18 bank executives. Data was collected through unstructured, open-ended interview questions, and analyzed to generate 15 significant themes. The findings disclosed that women are desirous of advancing their careers into top executive positions, but the continuous male dominance in top executive positions might be the likely reason for the low representation of women in top executive positions in the U.S. banking sector. The findings also suggested strategies for women to overcome challenges in the U.S. banks and provided opportunities for them to progress their careers into top executive roles.

Committee: Kim Campbell PHD (Committee Chair); Sherry Abernathy PHD (Committee Member); Lewis Chongwony PHD (Committee Member) Subjects: Business Administration

Bachelor of Science, Walsh University, 2019, Honors

Based upon data analysis from an extensive literature review, supplemented with interview data from twelve women who gave birth, this study examines the decision-making process behind a woman's pain management methods during childbirth and navigates how gender constructs may have contributed to their decisions. Women may internalize long-standing gender role expectations and allow them to interfere with the way they perceive pain. Females digest these stereotypes, conform to them, and allow them to manipulate the way that they perceive pain. By exploring how societal norms influence women's choices, attitudes, pain management, and experiences of childbirth, healthcare professionals can better understand and support their patients' decisions. The interviews supplemented research collected regarding feminist theory. The following themes emerged from the interviews: 1) women feeling pressured into receiving an epidural, 2) being provided with excessive postpartum pain management, and 3) overall, feeling that there are judgments imposed on women's choice regarding parenting, fertility, pregnancy, childbirth and postpartum. The medical professionals involved with caring for a laboring mother should recognize any pre-existing opinions which may have the potential to impede the equal and fair treatment of childbirth pain, the professional can ensure that the mother is receiving care that is free of judgment.

Committee: Amanda Gradisek (Advisor); Lawrence Mustafaga (Other) Subjects: Literature; Nursing; Obstetrics

Bachelor of Business Administration (BBA), Ohio University, 2014, Business Administration

Boys play more video games than girls. After examining differences in cognitive and social constructs that influence gameplay, we discovered that if a person starts playing video games at a young age they are more likely to continue to play into adulthood than someone who does not start playing as a child. After identifying sexualization, violence, and the social aspects of the games as important characteristics that determine if a girl would enjoy playing a game or not, we conducted a survey of 48 Everyone-rated video games. With our survey, we examined these constructs to determine if children’ games tend to be more appealing for boys than girls. We found that while overt examples of violence and sexism are rare, all games studied featured a majority of male characters and had very little relationship building components that girls enjoy.

Committee: Hala Annabi Dr. (Advisor) Subjects: Behavioral Sciences; Gender; Gender Studies; Womens Studies

Master of Gerontological Studies, Miami University, 2011, Gerontology

F-tag 248 is the regulatory code for activity programs in nursing homes, and requires that activities are “person appropriate”. With 48 men for every 100 women, nursing home populations are heavily weighted toward females thus possibly biasing programming. Conversely, gender is underexplored in gerontological literature, and it is unclear as to whether activity programs create a disadvantage meeting the interests of minority male residents. In this study, semi-structured interviews were conducted with male residents and activities directors from three Ohio nursing homes, activities were observed, and a collection of 36 months of activity calendars were obtained. Data were analyzed using content analysis. Results demonstrated a possible gender bias in activity programming, however, men did not report feeling affected or disadvantaged. Activity programming is a valuable resource for residents and assists in healthy adjustment and well-being. Thus, future research should further investigate possible gender-oriented biases in nursing home activity programming.

Committee: Dr. Suzanne Kunkel (Committee Chair); Dr. Jane Karnes Straker (Committee Member); Dr. C. Lee Harrington (Committee Member) Subjects: Aging; Gender; Gerontology

PHD, Kent State University, 2007, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies

The purpose of this study was to examine the representation of gender in introductory accounting textbooks. A transformative concurrent mixed methods research design framed this study. A content analysis was performed using nineteen introductory accounting textbooks. These textbooks had publication years from 2003 through 2006 and represented textbooks from the four major accounting textbook publishers in the United States. Findings from statistical tests of the quantitative research questions reveal that stereotypes of women and men are replicated and reinforced in the textbooks. Males outnumbered females in the textbooks. Women were shown more frequently in home settings than were men. Men were shown in a wider variety of occupational roles than were women. Males were more frequently depicted as being active and possessing power than were women. Three themes emerged from the qualitative analysis. First, men succeed, or have the potential to succeed, in the public sphere. The picture of the “typical” successful businessperson which emerges from the textbooks is of a man who is confident, cautious, and educated. Women were more likely to be portrayed as emotional and as having an emphasis on their physical appearance. The overall picture of women and men in the private sphere that emerges from the textbooks is that women are predominantly interested in, and responsible for, the private sphere and men are not as interested in, nor responsible for, the private sphere. Finally, closely connected to the first two themes is the concept that men's contributions to business and to society in general have been more valued than women's similar contributions. Revealing the implicit messages regarding gender stratification contained in the textbooks is the most notable contribution of this study. Recommendations are made as to how the depiction of women and men could be recast to help to mitigate the reinforcement of stereotypes limiting women's roles in society. To expose the (open full item for complete abstract)

Committee: Joanne Arhar (Advisor) Subjects:

Doctor of Education, Ashland University, 2024, College of Education

This study explores the underrepresentation of women in the public school superintendency, a role historically dominated by men, and examines the barriers and opportunities that shape women's pathways to this senior leadership position in education, as well as strategies they credit with helping them in their role. Using a qualitative, phenomenological approach, this study combines the analysis of open-ended survey responses with in-depth qualitative interviews. It identifies key challenges related to gender bias, work-life balance, mentorship opportunities, and institutional expectations. The study also delves into the strategies successful female leaders employ to overcome systemic obstacles, such as networking, leadership development programs, and advocacy for policy changes. Findings reveal that while progress has been made in diversifying educational leadership, significant disparities remain. The study offers recommendations for educational strategies and leadership development initiatives aimed at fostering a more equitable landscape for aspiring female superintendents. By highlighting the lived experiences of women in these roles, this research contributes to a deeper understanding of the gender dynamics at play in educational leadership and provides actionable insights for cultivating a more inclusive pipeline for district leadership.

Committee: Peter Ghazarian (Committee Chair) Subjects: Education; Educational Evaluation; Educational Leadership

Master of Arts, Marietta College, 2024, Psychology

In the past, ADHD was conceptualized as a developmental disorder predominately affecting young boys. In recent years, attention has been brought to adult ADHD and ADHD in girls/women. It is of current popular opinion that girls and women are underdiagnosed and that boys and men are overdiagnosed with the disorder. The purpose of the current study was to further explore clinician gender bias and the underdiagnosis of girls and women with ADHD. It also aimed to observe the effect that clinician gender, clinician gender competency, and practitioner type have on diagnosis. The design allowed observations to be made concerning the impact of clinician gender bias versus the impact of symptomology type, whether girls are underdiagnosed, whether boys are overdiagnosed, and how gender of the clinician, clinician gender bias, and practitioner type predict ADHD diagnosis.

Committee: Alicia Doerflinger Ph.D. (Committee Member); Kristi Barnes Ph.D. (Advisor) Subjects: Clinical Psychology; Psychology

Ph.D., Antioch University, 2024, Leadership and Change

Law enforcement is a male-dominated field that has been slow to accept and promote African American women to positions of authority. As of 2016, there were only 3.1% Lieutenants and Sergeants, along with 1.6% Captains or higher that were African American women in the United States (Gomez, 2016). More recently, there has not been much change, as women are reportedly only 12% of the sworn officers and 3% of law enforcement leadership in the United States (Tumulty, 2023). Of that number, only 1% of African American women hold the position of Lieutenant or higher (Bureau of Alcohol, Tobacco, Firearms and Explosives [ATF], 2023). There are subtle barriers that women and minorities experience that keep them from moving up in the management hierarchy of law enforcement. The purpose of this qualitative study was to explore the lived experiences of African American women law enforcement supervisors related to the barriers encountered during their career, especially with promotion, and vital skills necessary for job performance. The study assessed advances, impacts on performance, peer intimidation, sexual harassment, discrimination, and other barriers that African American women face while pursuing top-level positions in law enforcement. The study included interviewing eight African American women law enforcement officers in Georgia, active duty and retired, that have held the positions of Commissioner, Chief, Captain, Lieutenant, Detective, Sergeant, and or Corporal. The following five themes emerged as a representation of their perceptions: (a) “Obstacles”: Operation Stumbling Blocks, (b) “Sabotage”: Monkey Wrench in the Works, (c) “Jealousy”: The Green-Eyed Monster, (d) “Overlooked”: Privy Passover, and (e) “Combative/ Overly Aggressive”: Angry Black Woman Syndrome. This study also has implications for lawmakers, departmental leads, and all level agencies of law enforcement to eliminate barriers, increase diversity, and practice e (open full item for complete abstract)

Committee: Stewart Burns PhD (Committee Chair); Diane Allerdyce PhD (Committee Member); Nadine Wheat PhD (Committee Member) Subjects: African Americans; Gender; Philosophy

MA, University of Cincinnati, 2023, Arts and Sciences: Psychology

Abstract Despite abundant evidence demonstrating that the presence of women in leadership can bolster organizational outcomes, women remain underrepresented in executive leadership positions across most sectors. Gender-Role Congruity theory and Implicit Leadership theory (ILT) provide two cognition-based frameworks that explain why women may be passed over for leadership positions or may struggle to be perceived as effective leaders because they do not fit with the prototypical definition of a leader. Both perspectives attribute the persistence of the glass ceiling to outdated and unfounded stereotypes regarding women's readiness, capacity, and ability to lead. Yet, interventions designed to address the phenomena by acknowledging and minimizing gender-based stereotypes remain largely ineffective, suggesting that more research is needed to understand how ILTs are formed and how they contribute to perceptions of effective leadership. The purpose of this study was to address these gaps by exploring the role of gender in forming ILTs and responding to ILT congruence or incongruence. I also examined the role of empathy, hypothesized to be greater for women than men, in shaping the relationship between incongruence and leader effectiveness. Findings contradicted previous studies indicating that women are more empathic than men but confirmed that a follower's level of empathy does shape perceptions of a leader's effectiveness. Contrary to expectations, empathy did not affect the relationship between leader incongruence and perceptions of leader effectiveness.

Committee: Stacie Furst-Holloway Ph.D. (Committee Chair); Megan Church-Nally Ph.D. (Committee Member); Donna Chrobot-Mason Ph.D. (Committee Member) Subjects: Psychology

MDES, University of Cincinnati, 2023, Design, Architecture, Art and Planning: Design

This study explores the intersection of social science and design research using virtual reality (VR) to experience virtual spaces. The purpose of this study is to investigate how visual bias is replicated in virtual spaces using photorealistic virtual characters from Metahuman to determine if the appearance of the virtual character affects the comfort level of participants in VR scenarios. A sample of 16 college students participated in VR scenarios with virtual characters displaying different weight and gender. The level of comfort with each virtual character was measured using self-reported comfort level, heart rate, and distance. The results, though not statistically significant, suggested that, as hypothesized, participants felt more comfortable with Metahumans that displayed low weight and a gender match with the participant. This study also highlights the potential of using VR to model interactions that would otherwise be difficult or impossible to recreate in physical scenarios. Finally, this study also provides recommendations for the use of VR in future research.

Committee: Wei Wang Ph.D. M.F.A. (Committee Chair); Matthew Wizinsky M.F.A. (Committee Member); Alejandro Lozano Robledo M.Des. (Committee Member) Subjects: Design

Doctor of Philosophy (Ph.D.), University of Dayton, 2023, Educational Leadership

Women represent the majority of teachers in U. S. public schools; yet, only 26.7% of superintendents leading districts are women (Tienken, 2021, p.19). Although women have made gains in leading schools in larger districts, the same trend is not evident in smaller, rural school systems, which describe the majority of school districts in the United States (AASA: The School Superintendents Association, 2017). Scholars commonly attribute this disparity to gender bias prevalent in rural cultures (Agostine-Wilson, 2017; Quinlan, 2013; Keller, 2014). To help address gender inequalities in educational leadership, schools, districts, and educational leaders must develop an awareness of specific structural and sociocultural challenges to the superintendency faced by women in rural contexts and take proactive steps to understand and mitigate those challenges. This study focused on the narratives and lived experiences of 12 women superintendents in rural school districts. The purpose of this research was to explore, through the critical lens of intersectional feminist theory, the potential challenges to the public school district superintendency that women face in the rural Midwest. Critical narrative inquiry helped explore the challenges that women face when aspiring to the superintendency in the rural Midwest. Using intersectional feminist theory as outlined by Crenshaw (1989) and Hankivsky (2014) assisted with analyzing the stories of rural women superintendents' discussing obstacles that they encountered when reaching for positions of power in rural communities. This study also explored the effects that COVID-19 had on these women's experiences as rural superintendents, an important aspect of their experience since the pandemic has disproportionally affected women in the United States (AAUW, 2020; Donovan and Labonte, 2020; Hilferty et al., 2021; Karageorge, 2020). By exploring and exposing challenges to the superintendency of rural Midwestern school districts faced by (open full item for complete abstract)

Committee: Mary Ziskin (Committee Chair); Jeanne A. Holcomb (Committee Member); Pamela Cross Young (Committee Member); David A. Dolph (Committee Member) Subjects: Educational Leadership; Gender; Gender Studies; School Administration; Womens Studies

Bachelor of Arts (BA), Ohio University, 2021, Social Work

The specific aim of this research is to increase knowledge about the attitudes and contexts of social work students concerning their rape myth acceptance. Undergraduate social work students in Appalachia are the population of interest. This study includes in-depth qualitative interviews to address the lack of research about this population and topic.

Committee: Sarah Garlington (Advisor) Subjects: Social Work

Doctor of Education, Miami University, 2020, Educational Leadership

The purpose of this qualitative phenomenological study was to explore the extent to which female school superintendents consciously code switch, or adjust a feature about themselves, in the workplace. The study examined the phenomenon of code switching, its use as a strategy, and the ways in which women intentionally assimilate to masculine qualities as they perform a traditionally male-dominated role. The coping mechanism of code switching includes altering presentation of self, such as outer appearance, modified speech, and displays of confidence and intelligence. In addition, the study captured the ways in which female superintendents use code switching to navigate negative perceptions which are influenced by stereotypes and implicit bias about women as leaders. Since the position of superintendent has been historically reserved for white men, the study's purpose was to better understand the realities of female leaders and describe experiences with gender bias from their perspectives. The phenomenon of code switching was studied as experienced and practiced by female public-school superintendents in Ohio during the 2019-2020 school year. Three primary data collection methods were used to develop detailed descriptions, including an electronic survey completed by 38 (of 99) practicing female superintendents, seven face-to-face in-depth interviews using a semi-structured protocol, and the researcher's field notes. The results reveal some of the power dynamics encountered by women at the intersection of gender and this educational leadership role. The phenomenon of code switching as a leadership strategy is described through quotations in regard to general contexts and specific situations. The results assemble the women's rationale for engaging in code switching and the ways in which they report using it to navigate the challenges.

Committee: Lucian Szlizewski (Committee Co-Chair); Joel Malin (Committee Co-Chair); Stephanie Baer (Committee Member) Subjects: Educational Leadership; Management; School Administration; Womens Studies

Doctor of Education, Miami University, 2020, Educational Leadership

Since the beginning of American education in the U.S., women often have been left out of educational prosperity. First, by excluding females from learning and working, and later by disregarding their capacity for educational leadership. The superintendency of American Schools is perplexing because women dominate the field of teaching whereas men hold the majority of superintendent roles. Although we are in the modern world of the twenty-first century, where women have gained the legal right to equality, gender discrimination exists. A great body of literature exists regarding female superintendents; however, there is a significant gap concerning female rural superintendents. Six female superintendents from rural school districts were invited to participate in this research study. Their stories paint unique portraits of their professional, gendered experiences as rural female superintendents. The purpose of this research study was to explore women's experiences in the rural superintendency, add female voice to history, and illuminate the prevalence of the feminine social injustice, often silenced by society's perception of the American superintendent. Each female rural superintendent's story was unique and intertwined with intersections of gender, leadership, and rurality. Through this narrative inquiry five common themes emerged: 1) The District Must be the Right Fit; 2) Other Women (Female Saboteurs); 3) The Good Old Boys' Club; 4) Loneliness; and 5) An Ethical Fighting Spirit of Determination, Grit, and Resilience. This research found that there are several challenges due to one's gender and those are amplified in the rural setting where a superintendent must wear several hats, manage a lack of resources, and survive the unique value system and culture established by each rural community. This study revealed that gender discrimination endures in the twenty-first century for female rural superintendents by both men and women, stemming from hist (open full item for complete abstract)

Committee: Kate Rousmaniere Dr. (Committee Co-Chair); Lucian Szlizewski Dr. (Committee Co-Chair); Sheri Leafgren Dr. (Committee Member) Subjects: Education; Education History; Educational Leadership; School Administration

Doctor of Psychology (PsyD), Wright State University, 2020, School of Professional Psychology

Inaccurate diagnoses due to clinician bias may lead to the facilitation of inappropriate mental health treatment and poor prognosis for treating clients presenting concern, as the cause of the disordered behaviors that led to their incarceration are not being addressed. The current study sought to determine whether clinician gender bias and clinician setting bias affects the diagnosis of Antisocial Personality Disorder and Borderline Personality Disorder amongst clients in correctional settings. Determining whether bias affects diagnosis of these disorders amongst clients in correctional settings is important in order to assure clients are receiving appropriate mental health treatment. Incarcerated individuals who receive appropriate mental health treatment may have lower rates of recidivism, with obvious societal benefits. The current study surveyed a sample of 124 mental health professionals to determine whether manipulating gender and/or setting bias impacted mental health professionals' abilities to accurately diagnose Borderline Personality Disorder. Results suggest setting bias impacts mental health professionals' abilities to accurately diagnose Borderline Personality Disorder.

Committee: Wendy R. Dragon Ph.D. (Committee Chair); Michelle S. Schultz Psy.D. (Committee Member); LaTrelle D. Jackson Ph.D., CCFC, ABPP (Committee Member) Subjects: Clinical Psychology; Psychology

BA, Kent State University, 2018, College of Arts and Sciences / Department of Sociology and Criminology

The lack of women in science, technology, engineering, and mathematics (STEM) careers is a commonly discussed issue in the 21st century. This inequality has lessened in life science professions over the years, but little progress has been made in math-intensive fields. Much research has been conducted focusing on the societal beliefs about gender and mathematical ability that contribute to the disparity. This thesis uses a combination of sociology and neuroscience, or “neurosociology,” to obtain a fresh perspective on gender bias in STEM careers. Electroencephalography (EEG) and event-related potential (ERP) analysis provide insight into the subconscious, neurological activity that signals bias. The feedback-related negativity (FRN) is a specific ERP component that encodes unfavorable, unexpected events, including social expectancy violations. Results from a small pilot study reveal that the FRN was larger when male, undergraduate math majors viewed images of women performing tasks in STEM-related settings compared to when they viewed images of women performing domestic tasks. A larger study is needed to confirm a neurological foundation for a `glass ceiling' that prevents women from entering STEM careers, particularly those that are math intensive.

Committee: Will Kalkhoff (Advisor); Kristen Marcussen (Committee Member); Candace Bowen (Committee Member); Suzanne Holt (Committee Member) Subjects: Gender; Neurobiology; Neurosciences; Social Research; Sociology

Doctor of Education, Ashland University, 2018, College of Education

The underrepresentation of the African American female superintendent is disappointing and calls into question the reasoning behind such despairing amounts. In order to address that issue, one must examine the history of the African American female superintendent, recognize the barriers that she faces, and inquire about her lived experiences. The purpose of this study was to examine the lived experiences of African American female superintendents. The research answers the question of what are the lived experiences of African American female superintendents in the state of Ohio with an emphasis on their career paths, barriers, perspectives and successes. Black Feminist Theory and Critical Race Theory represent the theoretical frameworks for the research. The qualitative approach to this research was a phenomenological case study. Data for this case study were collected from four current African American superintendents in the state of Ohio. The participant presented a variety of reasons why she felt there are so few African American female superintendents in the state Ohio. The lived experiences of the participants in this study expounded the strategies necessary for overcoming barriers, facing challenges, or striving for success.

Committee: Judy Alston PhD (Committee Chair); James Olive PhD (Committee Member); Tanzeah Sharpe EdD (Committee Member) Subjects: African American Studies; African Americans; Educational Leadership; Gender Studies