AFRICAN AMERICAN WOMEN ADMINISTRATORS’ PERSPECTIVES OF CAREER BARRIERS IN SECONDARY SCHOOLS

Abstract

Purpose The purpose of this study is to describe the perspectives of African American women secondary school administrators’ experiences regarding career barriers in the workplace. African American women in secondary education are challenged with many career barriers. For this study, educational administrators are defined as superintendent, principals, and assistant principals in the secondary setting. In addition, horizontal violence amongst African American women research has primarily focused on the nursing field by several researchers (Farrel, 1999; Fudge, 2006; Sadala & De Adorno, 2001; Thomas & Burk, 2009); since there is limited research on horizontal violence in the educational leadership field. The researchers that have studied horizontal violence in educational leadership are (Edson,1988; Funk, 2004; Martin-Ogburn, 2012; Matthews, 1995; Randolph, 2015). According to Linda Tillman (2004), much of the research on African American women in education is conducted by White researchers. Methodology The purpose of this descriptive study was to describe the perspectives of African American women secondary school administrators, experiences regarding horizontal violence in the workplace. The qualitative research methodology of hermeneutical phenomenology was used for the study. A total of eight African American women administrators of secondary schools were the participants. These women were interviewed to gain knowledge of their feelings and to learn what they perceived and sensed through their own self-awareness and experiences. Findings Findings from the interviews showed differences in perspectives based on age groups. The interview questions chosen showed various aspects of career barriers African American women administrators in secondary schools’ experience. In particular, the questions displayed their lived experience of horizontal violence. The emergent themes were: (a) African American women secondary school administrators feel that they are not supported at the campus level and district level; (b) African American women secondary school administrators ages 51 and over viewed support differently from the younger participants; (c) African American women secondary school administrators did not know how to put horizontal violence into words; (d) African American women secondary school administrators are micromanaged; (e) African American women secondary school administrators often experience verbal abuse and sabotage in their role of administrator; (f) African American women administrators of secondary schools who experienced horizontal violence had increased likelihood of health issues; (g) African American women administrators of secondary schools who are 45 years of age and up will not take off work because of horizontal violence; (h) The ability to ignore horizontal violence shows your strength; (i) The generalizations African American women secondary school administrators face that negatively impact reputation and performance; and (j) The perception that African American women secondary school administrators do not require support. Conclusions Based on the responses from the participants in this study, people will see the importance of teaching educational staff about the calamities African American women face while trying to pursue career advancement. This study will also enlighten oppressed populations of their oppression, in order to liberate them. Most importantly it will encourage African American women administrators to become mentors to other African American women on the journey to becoming an administrator. KEY WORDS: Administrator, African American Woman, Career Barriers, Colorism, Crabs in a Barrel, Horizontal Violence, Secondary Setting, Workplace Bullying.