The impact of Black women leaders during a consent decree

The purpose for this dissertation study is to highlight the scholarship and contributions of Black women leadership, by exploring the lived experiences of Black women in leadership positions in K-12 public schools and the community during a consent decree. Literature either overlooks Black women or categorizes them with all women. The narrative of Black women in educational research mirrors that of the aforementioned. To understand the contributions of Black women leaders to schools and communities, researchers must allow them opportunities to share their lived experiences. Counter-stories confront the discussion and viewpoints of the dominant group as they are based on real lived experiences. By hearing the counter-stories of the Black women leaders in this study, the multi-oppressions they experienced become apparent. The intersectionalities experienced by the participants in this study manifest how they defined (Self-Definition) and valued (Self-Valuation) themselves. This is an exploratory qualitative study drawn from a critical race theory approach to utilize counterstorytelling as a means to capture the participants’ perspectives during their time of leadership. The interviews and documents reviews, bring to light how a consent decree focused on equity and achievement for Black students, supports the Black women leaders in establishing and upholding their identity as leaders.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Policy Studies

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2018

Author dc:creator

• Jackson, Mykah Renee Lee

Contributors dc:contributor

• Welton, Anjalé
• Trent, William
• Dixson, Adrienne
• Span, Christopher
• Sloat, Linda

• Black
• Women
• Leadership

Statement dc:rights

• Copyright 2018 Mykah Jackson

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/101342

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/101342