Date of Award

2025

Type

Dissertation

Major

Doctor of Education

Degree Type

Doctor of Education in Curriculum and Leadership (Curriculum and Instruction Track)

Department

Teacher Education

First Advisor

Dr. Jessica Banks

Second Advisor

Dr. Jennifer VanSlander

Third Advisor

Dr. Sarah Sharpe

Abstract

This paper focuses on the inequities in leadership along with gender and racial intersections that may contribute to barriers for Women of Color who have already acquired mid-level leadership positions and are seeking opportunities to acquire positions deemed as senior district-level positions. This qualitative case study was explored through the lens of feminist poststructuralist and equity theories. The objective was to research the participants and ascertain participant perspectives on the role that race, and gender constructs have played in their ability to attain their current positions and how any barriers encountered impact their attempts at new levels of career advancement and progression. The research leveraged structured interviews to draw conclusions to support the validity and reliability of the results. The interview data were analyzed using Braun and Clarke’s (2006) six- phase analysis method, which the researcher used to examine and interpret recurring patterns and themes derived from the participants’ experiences and perspectives. The participants’ narratives revealed recurring themes including the importance of representation, the prevalence and impact of racial and gender bias, the need for resilience to navigate leadership pathways, and the need for reflection and mentorship as means to overcome barriers. Salary and employment position information from the state of Georgia was also analyzed as a data source. The study’s findings indicated that women of color continue to experience barriers and challenges that hinder access to higher-level leadership positions in K-12 public school education. Women of color in leadership roles also experience salary inequities despite advanced credentials and encounter systemic practices that devalues their abilities and contributions. To counter and navigate the barriers and exclusionary practices, the participants relied on resilience, self-advocacy, mentorship, and reflection to continue to pursue promotions.

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