Book Description

This study investigated from a Black feminist standpoint, through qualitative inquiry, the race and gender related barriers reported by African American women as they attempt to access the superintendency. Following in the footsteps of their sisters, African American women superintendents are defying the odds and overcoming a long history that began in slavery (Jackson, 1999). Because of the small number of Black female school superintendents, the move from the "outsider within" status to beyond the glass ceilings and then up the "crystal stairs" is an almost impossible one. Such a move requires that Black women be treated as a group unto itself and that Black women be viewed as a group unto itself through a Black feminist lens (Alston, 1999). Black women superintendents bring to educational leadership a strong commitment to and high expectation for improved student outcomes (Venable, 1995, cited in Brunner, 1999, p. 87), and their collective and individual voices are significant (Alston, 1999). This study used semi-structured interviews to gather information from African American female public school superintendents related to the following primary research questions: (1) What impact do African American female superintendents perceive sexism had on them as they accessed the superintendency? (2) To what extent do African American female superintendents report utilizing the strategy of "shifting" as a psychological tool in their quest for the superintendency? (3) To what extent do African American female superintendents report that institutional racism has hindered them as they accessed the superintendency? (4) How do African American female superintendents report that they have been impacted by societal norms regarding the unsuitability of women for powerful administrative positions such as the superintendency? (5) What kinds of positions did the African American female superintendents hold prior to becoming superintendents? (6) How do African American female superintendents perceive the problems which arise from assumptions made about their professional competence and personal capabilities, based on dominant culture stereotypes about African American females? (7) To what extent do African American female superintendents attribute their professional accomplishments to the successful adoption of the White male model of success? The interviews were audio-taped and later transcribed. Responses for each interview question were compiled and coded to identify common themes. The major findings were reported for each research question, conclusions were drawn and appropriate recommendations for research and educational practice were derived. The four major conclusions were: (1) Many African American superintendents experienced gender bias as they attempted to access the superintendency. (2) African American females utilized the strategy of "shifting" as they attempted to access the superintendency. (3) African American females experienced institutional racism as they attempted to access the superintendency. (4) White male mentors are instrumental in helping African American females access the superintendency.