{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1310"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1310","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"Race and Gender in the Leadership Experiences of Three Female African American High School Principals: A Multiple Case Study","abstract":"The purpose of this multiple case study was to describe how three female African American high school principals understand the influence of race and gender on their educational leadership experiences. The study focused on the professional background, barriers each informant encountered in her pursuit of a principalship, strategies utilized to facilitate attainment of a principalship, and leadership conceptualization. Through indepth interviews, rich narratives revealed how the duel oppressions of race and gender intersected the professional lives of the three principals involved in the study. The theoretical foundation for the study was black feminist thought as defined by Patricia Hill Collins. Black feminist thought focuses on the marginalized status of African American women and places their experiences at the center of the discourse. In examining the narratives of each of the informants, four themes emerged: 1) legacy of struggle 2) desire to nurture students 3) facilitative leadership, and 4) increasing visibility in professional circles.","abstract_html":"The purpose of this multiple case study was to describe how three female African American high school principals understand the influence of race and gender on their educational leadership experiences. The study focused on the professional background, barriers each informant encountered in her pursuit of a principalship, strategies utilized to facilitate attainment of a principalship, and leadership conceptualization. Through indepth interviews, rich narratives revealed how the duel oppressions of race and gender intersected the professional lives of the three principals involved in the study. The theoretical foundation for the study was black feminist thought as defined by Patricia Hill Collins. Black feminist thought focuses on the marginalized status of African American women and places their experiences at the center of the discourse. In examining the narratives of each of the informants, four themes emerged: 1) legacy of struggle 2) desire to nurture students 3) facilitative leadership, and 4) increasing visibility in professional circles.","abstract_has_math":false,"creators":["Smith, Angela Mosley"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Randal Carlson","Cheryl Reynolds"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-12-01T08:00:00Z","date_published":"2008-12-01T08:00:00Z","updated_at":"2026-07-24T02:26:46Z","subjects":["ETD","Educational leadership","Race","Gender","High school principal","Black feminist thought","African American women school principals"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/310","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Randal Carlson","Cheryl Reynolds"]},{"key":"dc:creator","label":"Author","values":["Smith, Angela Mosley"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Educational leadership","Race","Gender","High school principal","Black feminist thought","African American women school principals"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/310"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this multiple case study was to describe how three female African American high school principals understand the influence of race and gender on their educational leadership experiences. The study focused on the professional background, barriers each informant encountered in her pursuit of a principalship, strategies utilized to facilitate attainment of a principalship, and leadership conceptualization. Through indepth interviews, rich narratives revealed how the duel oppressions of race and gender intersected the professional lives of the three principals involved in the study. The theoretical foundation for the study was black feminist thought as defined by Patricia Hill Collins. Black feminist thought focuses on the marginalized status of African American women and places their experiences at the center of the discourse. In examining the narratives of each of the informants, four themes emerged: 1) legacy of struggle 2) desire to nurture students 3) facilitative leadership, and 4) increasing visibility in professional circles."]},{"key":"dc:title","label":"Title","values":["Race and Gender in the Leadership Experiences of Three Female African American High School Principals: A Multiple Case Study"]}]}],"canonical_facts":{"dc:contributor":["Randal Carlson","Cheryl Reynolds"],"dc:creator":["Smith, Angela Mosley"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["The purpose of this multiple case study was to describe how three female African American high school principals understand the influence of race and gender on their educational leadership experiences. The study focused on the professional background, barriers each informant encountered in her pursuit of a principalship, strategies utilized to facilitate attainment of a principalship, and leadership conceptualization. Through indepth interviews, rich narratives revealed how the duel oppressions of race and gender intersected the professional lives of the three principals involved in the study. The theoretical foundation for the study was black feminist thought as defined by Patricia Hill Collins. Black feminist thought focuses on the marginalized status of African American women and places their experiences at the center of the discourse. In examining the narratives of each of the informants, four themes emerged: 1) legacy of struggle 2) desire to nurture students 3) facilitative leadership, and 4) increasing visibility in professional circles."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/310"],"dc:subject":["ETD","Educational leadership","Race","Gender","High school principal","Black feminist thought","African American women school principals"],"dc:title":["Race and Gender in the Leadership Experiences of Three Female African American High School Principals: A Multiple Case Study"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:46Z"}