Date

5-20-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Ellen Ziegler

Keywords

Black women, educators, organizational leadership, racial disparities, mentorship

Disciplines

Education | Educational Leadership

Abstract

The purpose of this qualitative phenomenological study was to describe the experiences and workplace dynamics of Black female educators and their transitions into organizational leadership, including entrepreneurship. The theory guiding this study was the social cognitive career theory, as it seeks to establish connections between cognitive and contextual factors, and people and their careers, and represents how individuals exercise personal agency. The Central Research Question was: What are the lived experiences of Black female educators as they transition from traditional teaching roles into organizational leadership, including entrepreneurship? A qualitative study was the most appropriate research design to report on the experiences of Black female educators. The sample size was 12 participants, and those participants were recruited using a blend of convenience, snowball, and purposive techniques. Interviews took place in-person in natural, physical settings chosen by the participant. Settings included places of work, libraries, and business offices The three data collection approaches used for this study were semi-structured interviews, focus groups, and document analysis. Data analysis consisted of epoché, horizontalization, and textual and structural analysis. The data collected were then coded, analyzed, and clustered into categories to derive themes and meanings. Four primary themes emerged from data analysis: Barriers to Career Advancement, Faith and Well-Being Strategies, Leadership Identity, and Mentorship.

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