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What About Us? The Experience of African American Rural Principals Leading Predominatly White Rural Schools
Flowers, Jamon H.
Flowers, Jamon H.
Abstract
Research that examines African American principals’ experiences beyond an urban school context is limited. In response to this absence of scholarship, this phenomenological research study served two purposes: (a) to understand the experiences of African American rural principals leading predominantly White rural schools, and (b) to understand the degree, if any, race informs the professional lives, leadership practices, and self-views of African American rural principals leading predominantly White rural schools. Using W. E. B. Du Bois’s double consciousness theoretical framework, in-depth semi-structured interviews, and background questionnaire, 11 participants explicitly shared their descriptions, perceptions, and interpretations of leading predominantly White rural schools while Black. From this data, three major findings emerged. These findings are (a) leading a rural school is challenging, (b) the intersectionality of race and gender are prominent in school leadership, and (c) race informs meaning-making. This research forces educators and policymakers to shift from a sole urban perspective to consider how race and context continue to inform the experiences, meaning-making, and opportunities of African American principals. Furthermore, this research adds to the limited discourse surrounding the three variables, African American principals, rural, and predominantly White schools.
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2020-01-01
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Donnor, Jamel K.
Staples, Steven R.
Stronge, James H.
Staples, Steven R.
Stronge, James H.
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Education
DOI
https://doi.org/10.25774/fy6y-5t83