African American women leaders in predominately Caucasian schools

Due to factors such as urban sprawl, emphasis on multi-culturalism, housing desegregation, and increased educational and employment opportunities for minorities, a small number of African Americans; the majority being women, are currently employed as superintendents, directors, principals, and assistant principals in predominately Caucasian school districts throughout the United States.; The purpose of this study was to examine the status and experience; of African American female school administrators who are currently employed in, or recently retired, from school districts whose population is predominately Caucasian. The research is a compilation of the narratives of several African American female school leaders. The methods used in this study were descriptive and exploratory. The exploratory emphasis of this study sought to identify important individual and societal variables that influence the professional experiences of African American female educational leaders. Data were collected through personal interviews. The interview guide consisted of demographic information, the journey, career information, cultural and gender aspects of leadership, professional obstacles and challenges, successes, and recommendations for improvement.; Analysis of interviews yielded insights into the professional experiences of the participants. I surfaced in the analysis characteristics such as perseverance, commitment to life-long learning, a passion for educating all children, and the importance of mentors. Participants explored ways to promote cultural respect, understanding, and acceptance within the ranks of both educational and corporate leadership. Role models and models of divergent methods of leading, coping, overcoming obstacles, and positive influences also emerged. Several incidental findings emerged during focus group member checks that highlighted the differences between male and female African American school administrators' experiences in predominantly Caucasian schools. This study of African American female school leaders sheds light on the intricate subject of workplace dynamics and the challenges that face education in a pluralistic society.