Empowering Black Female Secondary Administrators
Date of Award
8-1-2024
Degree Name
Ed.D. in Leadership for Organizations
Department
Department of Educational Administration
Advisor/Chair
James Olive
Abstract
This research study examines the empowerment perceptions of Black female secondary school administrators, emphasizing the impact of gendered racism. It investigates how induction practices can enhance their empowerment through competency, meaning, self-determination, and impact. This social justice study employs an explanatory mixed-methods design, incorporating the theories of intersectionality, gendered racism, Afrocentric feminism, and psychological empowerment. It identifies three key themes: the creation of safe spaces, differentiated mentoring, and culturally responsive professional development. These insights guide a strategic action plan for an induction program for Houston-area school districts, aiming to foster the empowerment and success of Black female administrators.
Keywords
Empowerment, Black Female, Secondary, Administrator, Gendered Racism, Afrocentric Feminism
Rights Statement
Copyright © 2024, author.
Recommended Citation
Ogle, Karissa LeBlanc, "Empowering Black Female Secondary Administrators" (2024). Graduate Theses and Dissertations. 7449.
https://ecommons.udayton.edu/graduate_theses/7449
