Graduate Studies
First Advisor
Deryl Hatch-Tocaimaza
Degree Name
Doctor of Education (Ed.D.)
Committee Members
Debora Wisneski, Nick Pace, Shavonna Holman, Taeyeon Kim
Department
Educational Administration
Date of this Version
5-2025
Document Type
Dissertation
Citation
A dissertation presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Doctor of Education
Major: Educational Administration
Under the supervision of Professor Deryl Hatch-Tocaimaza
Lincoln, Nebraska, May 2025
Abstract
According to the National Center for Education Statistics (2022), during the 2017–2018 academic year, only 7% of all teachers identified as Black or African American, with approximately 76% of that group being women. This qualitative study investigates the lived experiences of African American women educators who have transitioned into leadership roles within P–12 educational settings across the Great Plains Region of the United States. The research explores how their experiences intersect with issues of racial and gender equity, particularly within the broader discourse of social justice in education and educational leadership.
Framed within the theoretical lens of Black Feminist Thought, this study critically examines how the intersection of race and gender influences African American women’s pathways to leadership and the systemic barriers they encounter in comparison to their white female, male of color, and white male counterparts. By utilizing narrative inquiry and centering the voices of participants through "Testimonios," this research captures personal reflections on their professional journeys from classroom teaching to leadership roles.
The study identifies key factors that shaped participants’ leadership trajectories, including institutional support, mentorship, and resilience in navigating predominantly white educational spaces. It also uncovers persistent challenges such as racialized and gendered expectations, marginalization in decision-making processes, and inequitable access to advancement opportunities.
This work contributes to the existing body of literature by offering a nuanced understanding of the structural impediments faced by African American women educators in attaining leadership roles. Furthermore, it presents evidence-based recommendations for educational institutions to enhance recruitment, selection, hiring, retention, and promotion practices. By amplifying the voices of African American women leaders, the study underscores the urgent need for intentional strategies that foster inclusive and equitable leadership pipelines in P–12 education.
Advisor: Deryl Hatch-Tocaimaza
Recommended Citation
Santos, Tanya Rochelle, "Melanated Reflections Through Testimonios: Centering the Experiences of African American Women Teachers Turned Leaders and Their Implications on Recruitment, Selection, Hiring, and Retention of Women of Color in Leadership Positions" (2025). Dissertations and Doctoral Documents from University of Nebraska-Lincoln, 2023–. 316.
https://digitalcommons.unl.edu/dissunl/316
Included in
African American Studies Commons, Educational Administration and Supervision Commons, Educational Leadership Commons, Educational Psychology Commons, Race and Ethnicity Commons, Social and Philosophical Foundations of Education Commons, Women's Studies Commons
Comments
Copyright 2025, Tanya Rochelle Santos. Used by permission