Influence of race and gender on job satisfaction of black female central office public school administrators

The study examines the impact of race and gender on the job satisfaction of Black female administrators in central office positions within public schools. The research adopts a qualitative methodology, using semi-structured interviews to capture the detailed, personal experiences of seven Black female administrators. Set within urban school districts in a Midwestern state, the study explores the lived experiences these administrators who share their perceptions and narratives regarding job satisfaction within the contexts of their unique professional landscapes. The research integrates Black Feminist Thought and Herzberg’s Two-Factor Theory to form its theoretical framework. Black Feminist Thought acts as the macro-structure, offering a lens to examine how race, gender, culture, and other factors distinctly and collectively influence the experiences of Black female administrators. Herzberg’s Two-Factor Theory, serving as the micro-structure, aids in identifying and defining the variables related to job satisfaction. By synthesizing these theories, the study gains a robust structure that both supports and guides the investigation. The findings reveals that the intersection of race and gender identities play significant roles, profoundly influencing job satisfaction among Black female administrators. These insights contribute to a deeper understanding of intersectional factors on job satisfaction, highlighting their broad implications for educational settings and policy development. The study challenges existing frameworks and suggests that a reevaluation of job satisfaction through the lens of Black feminist thought can provide more meaningful and empowering experiences for Black female administrators, ultimately leading to greater job satisfaction and professional fulfillment.

Author

• Nyaronge, Felicity M

Identifier

hdl:10057/27833

OAI identifier oai:identifier

oai:soar.wichita.edu:10057/27833