Leading Ladies: Black Female School Leaders' Lived Experiences in the Wake of Brown v. Board of Education

In educational leadership research, the significance of Black principals, particularly Black women, cannot be overstated. This presentation seeks to delve into an underexplored area by examining the lived experiences of Black female school leaders in the immediate aftermath of the Brown v. Board of Education decision. Positioned at the intersection of racism and sexism, these leaders navigated their roles amidst the tumultuous backdrop of the Civil Rights, Black Consciousness, and Feminist movements. Despite the profound impact of their leadership, Black women school leaders remain undertheorized, especially during the period of desegregation. By understanding their lived experiences, this presentation aims to shed light on the implications for contemporary Black female educational leaders and contribute to future research endeavors. Drawing upon intersectionality (Crenshaw, 1991) and sensemaking (Weick, 1995) theories, this presentation will investigate how Black female school leaders negotiated their roles in desegregated school settings while grappling with the complexities of their intersecting identities. The research employs a hermeneutic phenomenological approach (Gadamer, 2004) to analyze the data, emphasizing the importance of interpreting the participants' narratives within their historical and social contexts. Through meticulous transcription, data analysis, and interpretation guided by the hermeneutic circle, this study seeks to uncover nuanced insights into the lived experiences of Black female school leaders. This presentation holds significance in its contribution to filling gaps in the literature regarding Black women's leadership experiences, particularly during the transformative period following the Brown decision. While acknowledging limitations such as sample size constraints and access to specific data, this research endeavors to provide a rich and comprehensive exploration of a critical aspect of educational leadership history. The organization of this study entails a comprehensive review of the existing literature, focusing on Black female school leaders' experiences in the South post-Brown. By examining patterns, commitments, and hindrances identified in previous research, this presentation aims to offer valuable insights into the unique challenges and triumphs of Black women leaders in education. INDEX WORDS: Brown v. Board of Education, Black Women, School Leaders, Intersectionality, Sensemaking, Phenomenology