Date
4-29-2026
Department
School of Behavioral Sciences
Degree
Doctor of Education in Community Care and Counseling (EdD)
Chair
Catherine Packer-Williams
Keywords
Black women principals, trauma-informed leadership, ecological systems theory, intersectionality, urban education
Disciplines
Educational Administration and Supervision | Educational Leadership
Recommended Citation
Carroll-Hall, Nekita P., "Exploring the Lived Experiences of Black Women Principals: A Phenomenological Study Examining the Intersection of Gender, Race, and Trauma on Leadership Practices" (2026). Doctoral Dissertations and Projects. 8172.
https://digitalcommons.liberty.edu/doctoral/8172
Abstract
The purpose of this hermeneutic phenomenological study was to explore how the intersecting identities of gender, race, and trauma experiences influenced the leadership practices of Black women principals serving in urban Title I schools in Connecticut. Semi-structured interviews were conducted with Black women principals to examine how participants navigated complex school environments, enacted trauma-informed leadership practices, and responded to systemic barriers affecting students, staff, and school communities. Data were analyzed using phenomenological methods to identify patterns of meaning across participant narratives. Findings indicated that participants’ leadership practices were shaped by the intersection of their lived experiences, professional identities, and the ecological conditions of urban school settings. Participants described leadership approaches grounded in relational engagement, emotional attunement, advocacy, and culturally responsive decision-making. Leaders emphasized creating supportive school environments that addressed students’ academic, social-emotional, and community needs while navigating institutional constraints and systemic inequities. The results highlight how trauma-informed and equity-driven leadership practices emerge through the interaction of personal histories, identity, and contextual conditions. The study contributes to educational leadership scholarship by advancing understanding of how Black women principals enact leadership within urban educational contexts and offers implications for leadership preparation programs, professional development, and district-level leadership support.
