Date

8-9-2022

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Shante Moore-Austin

Keywords

Intersectionality, African American, female, disicpline, administrator

Disciplines

Educational Leadership

Abstract

The purpose of this transcendental phenomenological study was to explore how African American female school administrators experience and understand intersectionality regarding discipline outcomes. The theories used to guide this study are critical race theory, first introduced by Bell in 1977, and intersectionality theory coined by Crenshaw in 1989 as they seek to analyze how racism and the intersection of marginalized identities impact school discipline outcomes. The central question that guided this research is how do African American female school administrators experience and understand intersectionality and discipline outcomes? This study used purposeful and criterion sampling to acquire 10 African American female school administrators who have direct responsibility issuing discipline consequences. Data was collected from interviews, a focus group, journal responses, and available documentation such as school demographics and longitudinal discipline data. Data analysis was conducted using a transcendental phenomenological approach as described by Moustakas (1994) including the epoché, phenomenological reduction, imaginative variation, and meaning synthesizing. The analysis of data entailed a thorough review of information, which revealed four themes. These themes include a) equity, b) implicit bias, c) leadership style and identity, and d) positive relationships. Each theme answered the research questions of this transcendental phenomenology study and leads to a better understanding of the experiences of African American female administrators.

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