A Phenomenological Study of the Lived Experiences of Black Superintendents in Selected Public School
Abstract
This qualitative study described the lived experience of 12 Black superintendents in selected public school districts. The purpose of this study was to provide advice for those Black educators who aspire to be a superintendent. The literature review outlined the history of the superintendent, the rise of Black superintendents, and diversity as they led a public school district. This study was conducted using a Phenomenological Analysis methodology to examine the lived experiences of Black superintendents as they serve in this top position in a selected public school district. The sample included five Black female superintendents and seven Black male superintendents who are serving or have served as the superintendent for at least three years. The participants completed a 25-minute interview that included 13 open-ended questions. NoNotes was used for the data analysis to identify common themes and patterns. Despite past experiences, circumstances, and adversity, this study explored the lived experiences of Black superintendents through the lens of Critical Race Theory (CRT). As a result, it revealed how understanding their stories can help school boards with hiring practices, Black educators who aspire to the top position, and universities with superintendent preparation programs. Finally, this study informed aspiring Black candidates on what to expect and how to prepare for the superintendency. Key Words: Black Superintendents, Aspiring Superintendents, Critical Race Theory, School Boards, Racism, Phenomenology
Subject Area
Educational leadership|Education history|Education
Recommended Citation
Fortenberry, Erica, "A Phenomenological Study of the Lived Experiences of Black Superintendents in Selected Public School" (2022). ETD Collection for Fayetteville State University. AAI29211161.
https://digitalcommons.uncfsu.edu/dissertations/AAI29211161