Doctor of Philosophy (PhD)



Document Type



Recent social commentary, articles, and research studies are increasingly discussing the ways in which urban education reform, which is overwhelmingly white and female, is failing communities of color in the United States by continuing to reify systems of oppression and inequity. As the faces of urban public school students in the United States become more African American and Latino, the faces of leadership in the U.S.’s urban schools should begin to reflect similar demographic changes. This study, to address the current gap in research literature, critically examines the narratives of Black women educational leaders who serve students in a mid-sized East Coast city. As an integral subset of educational leaders in education reform, Black women educational leaders’ narratives provide a window into their experiences in schools, and the meaning they make of their practices, to add to the limited information currently available. Educational leaders’ narratives also attest to the political nature of educating and give insight into school leaders’ personal values, morals, and beliefs. Ultimately, this study argues that to fully understand and address the ways in which institutions, specifically schools, disable and institutionalize the people within them, the theorizing of Black women educators, including educational leaders, about their experiences is essential.



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Secure the entire work for patent and/or proprietary purposes for a period of one year. Student has submitted appropriate documentation which states: During this period the copyright owner also agrees not to exercise her/his ownership rights, including public use in works, without prior authorization from LSU. At the end of the one year period, either we or LSU may request an automatic extension for one additional year. At the end of the one year secure period (or its extension, if such is requested), the work will be released for access worldwide.

Committee Chair

Mitchell, Roland W.



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Education Commons