A Narrative Study on the Role of Mentorship in the Career Trajectory of African American Women Superintendents and Those Aspiring Towards the Superintendency

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dc.contributor.advisorDavis, Bradley W.
dc.contributor.committeeMemberDavis, Tiffany J.
dc.contributor.committeeMemberQuinn, Rachel Afi
dc.contributor.committeeMemberLandry, Lachanda N.
dc.creatorClay, Robbin S.
dc.date.accessioned2023-05-28T18:58:48Z
dc.date.available2023-05-28T18:58:48Z
dc.date.createdDecember 2022
dc.date.issued2022-09-21
dc.date.updated2023-05-28T18:58:48Z
dc.description.abstractBackground: Women of color represent 15% of the nation’s teachers, 13% of the nation’s principals, but only eight percent of the nation’s superintendents. The absence of women of color at the superintendent level is not a result of the scarcity in the talent pool but a result of the systematic, structural divide that exists in the education system. Problem: As a single group, Black women are almost nonexistent in the role of superintendent in public school districts. Lack of mentorship has been noted as one reason why so few Black women have achieved the job of superintendent. Purpose: The purpose of the study was to examine the influence of mentorship for African American women superintendents and African American women who aspire towards the superintendency. RQ 1: What difference does mentoring play in the experiences of African American women leaders who aspire towards the position and for those serving in the superintendency? RQ 2: What difference does mentoring make on the self-defining knowledge claims of African American women as they navigate race, gender, and class oppressions within their aspirations to the superintendency and career trajectories? Methods: Through this qualitative research study, I used an in-depth narrative inquiry approach to understand the experiences of mentoring for African American women superintendents and those aspiring towards the position. I utilized qualitative semi-structured interviews as well as a focus group and document analysis. I recruited eight participants for the study. These participants included sitting superintendents and central office administrators aspiring to the superintendency. I utilized the narrative thematic analysis process to make meaning of the data collected. The data was coded to find emergent themes that were interpreted for meaning. Findings: Black Feminist Thought, is the conceptual framework that undergirded the study. The findings were in line with the extant literature on mentoring for Black women leaders in education. The collective narratives emphasized the paradoxical space of them being both a woman and a Black woman in educational leadership. The analysis of the narratives assert that mentoring was beneficial and a necessity to their ascension towards the superintendency. While mentoring proved to be beneficial, sponsorship deemed to move them through the pipeline to the superintendency. Being grounded in their faith and reliance on supportive networks were essential to them thriving in the role. For those participants that experienced successful mentoring relationships they congruently experienced a swifter career trajectory. As Black women climbing the career ladder in a White male dominated field, they individually expressed that it was equally important for them to lead as their authentic self, acknowledging the intersections of their identities. Conclusion: Albeit, there is a sparse number of African American women superintendents represented in K-12 schools, the participants managed to engage in formal and informal networks of support that nurtured them with the professional and social counterspace to share their experiences. Further for Black women, leading from a place of authenticity provided a safe space for them to engage and make connections within their communities.
dc.description.departmentEducational Leadership and Policy Studies, Department of
dc.format.digitalOriginborn digital
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657/14351
dc.language.isoeng
dc.rightsThe author of this work is the copyright owner. UH Libraries and the Texas Digital Library have their permission to store and provide access to this work. Further transmission, reproduction, or presentation of this work is prohibited except with permission of the author(s).
dc.subjectAfrican American Woman
dc.subjectBlack Feminist Thought
dc.subjectCareer Trajectory
dc.subjectIntersectionality
dc.subjectMentorship
dc.subjectNarrative Inquiry
dc.subjectSponsorship
dc.subjectSuperintendent
dc.titleA Narrative Study on the Role of Mentorship in the Career Trajectory of African American Women Superintendents and Those Aspiring Towards the Superintendency
dc.type.dcmiText
dc.type.genreThesis
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducational Leadership and Policy Studies, Department of
thesis.degree.disciplineProfessional Leadership, Education
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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