Document Type

Dissertation

Degree

Doctor of Philosophy

Major

Education

Date of Defense

9-9-2016

Graduate Advisor

Angela D. Coker, Ph.D.

Committee

Wolfgang Althof

Davis, Matthew

Pope, Mark

Abstract

The stories of African American women educators are often not dominant narratives in the field of education. Scholarly readings often overlook, discard, or omit the perspectives and voices of African American women educators (Bloom & Erlandson, 2003); Mabokela & Madsen, 2007; Patton & Catching, 2009; Revere, 1986). Furthermore, stereotypes, misrepresentations, and misgivings about African American women are abundant in popular press and media. This dissertation served as an outlet to present the authentic storytelling of ten African American women educators (N=10) in their voices and own words. The historical omission of the voices of African American women has had wide-reaching, explicit, and inadvertent consequences. The outcomes, impact, and meaning that I and other African American women educators ascribed to this treatment was explored using Critical Race Theory framework and methodology. This study sought to explore the experiences of African American women educators through their awareness of double consciousness and being in a crooked room and the impact thereof as they navigate their school environments. The results indicated the following four primary themes: 1) African American women educators encounter expressions of racism in their schools; 2) African American women adjust their behavior to fit within their school environments; 3) African American women face additional barriers when gaining access to and navigating their roles in predominantly white schools; and 4) African American women educators possess skills and traits that promote success.

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Education Commons

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