Introduction to Problem of Practice
The role attainment of African American female superintendents in rural U.S. school districts is a critically important issue of representation and equity in education. It is evident that there is an underrepresentation of people of color, particularly African American women, in superintendent roles compared to teachers and principals (American Association of School Administrators, 2020, as cited in American Association of School Administrators, 2015). This discrepancy is further exacerbated by the fact that students of color make up over 50% of the student population in southern rural school districts, and this number is projected to increase to 54% by 2024 (NCES, 2016). In order to create a more equitable, inclusive educational environment, it is essential to have a more prominent presence of African American female superintendents in rural U.S. school districts.
The presence of African American female superintendents in rural U.S. school districts has several potential benefits for the educational environment. For one, the presence of African American female superintendents can bring a greater sense of understanding and empathy to the academic environment. Research has shown that African American women bring a unique perspective to their roles as school district leaders, which can serve to inform and improve educational policy (Brown, 2014). Additionally, African American women who attain superintendent roles can offer students of color visible role models who can help to empower and motivate them to reach their full potential (Brown, 2014). Furthermore, African American female superintendents can help to create a more equitable school environment by advocating for practices that promote diversity and inclusion (Capper & Young, 2014).
In order to increase the number of African American female superintendents in rural U.S. school districts, it is essential to create initiatives and programs that support and encourage these individuals to pursue top-level positions in education. Mentorship programs, leadership development initiatives, and scholarships can all serve to provide African American women with the resources and support needed to pursue and attain superintendent roles (Brown, 2014). Additionally, school districts can be encouraged to diversify their hiring practices and increase the representation of African American women in top-level positions. Furthermore, school districts can create policies and practices that promote diversity and inclusion and provide equal opportunities for all individuals regardless of race, gender, or background.
Ultimately, the role attainment of African American female superintendents in rural U.S. school districts is an issue of equity and representation in education. It is essential to create initiatives and programs that empower and support African American women to pursue top-level education positions and encourage school districts to promote diversity and inclusion in their hiring and educational practices. By investing in initiatives that support the role attainment of African American female superintendents in rural U.S. school districts, we can create a more equitable, inclusive educational environment for all.
Statement of Problem
African American women experience unique challenges when attaining superintendent roles in education. This is due to the disconnect between their identities and traditional leadership characteristics and the barriers they face due to their gender and race. These barriers include the glass ceiling effect based on gender barriers and the concrete ceiling effect based on racial barriers. There is also the additional construct of the rural context, which adds additional complexities. To address some of these issues, mentors and networking opportunities can be used to support African American women in their pursuit of superintendent roles.
The glass ceiling effect is the invisible barrier women face in the workforce due to their gender, preventing them from advancing to higher-level positions. This is a result of subtle and overt discrimination. Women are often underrepresented in positions of power, and African American women are particularly disadvantaged in this regard. Beckwith et al. (2016) state that the glass ceiling effect has significantly hindered African American women’s advancement to superintendent roles.
The concrete ceiling is another type of barrier based on racial discrimination and racism. African American women are often seen as having less experience and capabilities than their white counterparts. This is due to systematic racism and prejudice in the workplace, which can lead to African American women being overlooked or passed up for promotions. Hoyt and Murphy (2016) argued that African American women have been disadvantaged due to the stereotypes they face, leading to feelings of isolation in educational leadership.
In addition to the barriers caused by gender and race, the rural context can also be a factor for African American women attempting to attain superintendent roles. Rural school leadership involves multiple challenging factors that separate it from urban and suburban school leadership. This can make it difficult for African American women to access the resources and support they need to succeed. Klocko and Justus (2019) noted that rural contexts require adaptive leadership, which can be difficult for African American women to access.
To address some of these issues, mentors and networking opportunities can be used to support African American women in their pursuit of superintendent roles. Howard et al. (2017) explored the impact of mentors and the power of networking on mentees’ career advancement. They argued that mentoring and networking have the potential to lessen the effects of the glass ceiling and concrete ceiling, providing African American women with the support they need to advance in their careers. Mentors can provide guidance, advice, and support, while networking can provide access to resources and opportunities that African American women may not have access to otherwise.
Significance of Problem
African American women represent a small percentage of superintendents in the United States, especially in rural school districts, and very few studies have been conducted to understand the barriers they face in acquiring these positions. This study seeks to understand the barriers better and supports African American female superintendents face and receive in their attainment of superintendent roles in rural U.S. school districts.
The study is critical because it will help address the need for more representation of African Americans in educational leadership positions. This lack of representation has been documented since the 1954 Supreme Court case, Brown vs. the Board of Education of Topeka, which integrated schools but not the educational leaders within the schools. The study will also help improve educational outcomes for African American students by understanding the barriers and supports for aspiring African American female superintendents.
The study will utilize semi-structured interviews with African American female superintendents to investigate the barriers and supports they experienced in their pursuit of a superintendent role in rural U.S. school districts. This qualitative approach is essential because it will allow the researchers to understand the participants’ experiences and perspectives in their own words.
The findings from this study may lead to changes that affect the number of African American women in superintendent roles in rural school districts. The study may provide insight into the challenges and supports African American female superintendents face and potential strategies to increase their representation in leadership positions. In addition, the study’s results help inform the development of policies and practices that can help improve educational outcomes for African American students.
This study is significant because it seeks to address the lack of representation of African Americans in educational leadership positions that can be documented as far back as the 1954 Supreme Court case, Brown vs. the Board of Education of Topeka. Furthermore, the findings from this study may lead to changes that could affect the number of African American women in superintendent roles in rural school districts by providing an understanding of the barriers and supports for aspiring African American female superintendents. This study could also lead to changes that could affect the educational outcome for students in these school districts.
Conclusion
In conclusion, African American female superintendents in rural U.S. school districts face unique challenges due to the disconnect between their identities and traditional leadership characteristics and the barriers they face due to their gender and race. To address these issues, it is essential to create initiatives and programs that empower and support African American women to pursue top-level positions in education. Mentorship programs, leadership development initiatives, and scholarships can provide African American women with the resources and support needed to attain superintendent roles. Additionally, school districts can be encouraged to diversify their hiring practices and increase the representation of African American women in top-level positions. By investing in initiatives that support the role attainment of African American female superintendents in rural U.S. school districts, we can create a more equitable, inclusive educational environment for all.
References
American Association of School Administrators. (2015). Key facts about public school superintendents. Retrieved from https://www.aasa.org/uploadedFiles/Policy_and_Advocacy/Public_Policy/Key_Facts_About_Public_School_Superintendents.pdf
Beckwith, S. A., Smith, A. B., & Murry, K. B. (2016). African American women and the double bind of leadership: Negotiating race and gender. Women in Management Review, 31(1), 4–20. doi:10.1108/women-05-2015-0058
Brown, L. (2014). The African American female superintendent: A critical examination of the leadership experience. International Journal of Qualitative Studies in Education, 27(3), 332–348. doi:10.1080/09518398.2014.883763
Campbell, A. (2015). The changing demographics of the rural south. Retrieved from https://cehd.gsu.edu/wp-content/uploads/2015/02/The-Changing-Demographics-of-the-Rural-South.pdf
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