Date of Award

Spring 5-24-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum, Instruction, and Leadership

First Advisor

Bryan McCoy

Abstract

This study is a qualitative interpretive phenomenological single case study of Black leaders in an urban, public school district in the southern region of the United States. In this school district, demographic disparities existed between the student population and the leadership. This study analyzed the work of Black leaders and better understand how their leadership experiences shape the school environment for faculty, administrators, students, and community stakeholders outside of traditionally numerical accountability measures. The study was guided by a tri-fold theoretical framework that included applied critical leadership, social justice leadership, and culturally responsive leadership. Twelve Black educational leaders were interviewed to explore how their lived professional experiences impact their perception and practice of effective educational leadership within their district. The study used the constant comparative method of data analysis to reveal five themes that relate to (1) the necessity of diverse representation, (2) consistently “proving” competence for their leadership roles while exceeding expectations to combat bias, (3) embodying elements of each theoretical framework in an attempt to create balance in the school system, (4) maintaining a positive outlook while navigating systemic inequities, and (5) the need for the development of tailored support systems for Black educational leaders, especially Black males. Findings from this study show that Black educational leaders implement practices that align and intersect applied critical leadership, social justice leadership, and culturally responsive leadership. Additional findings from this study suggest that Black educational leaders must navigate systemic inequities, emotional labor, gaps in mentorship, and adverse responses to representation as they advocate for systemic changes that will transform their campus cultures and increase equity in the school systems.

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