The Subtlety of Age, Gender, and Race Barriers: A Case Study of Early Career African American Female Principals

Abstract

While all educational leaders face challenges in achieving success, African American female principals often face a unique set of challenges associated with the complexity of their gender, race, and, as examined in this study, age. This case study investigates the experiences of two highly visible, early career African American female principals who confront barriers in their pursuit of the principalship and careers as principals. The primary research question for this study is, what are the experiences of highly visible, early career African American principals in a large urban school district? Specifically, how do age, gender, and race intersect in their professional experiences? Four findings emerged from the study: first, confronting the age barrier on the journey to the principalship; second, barriers at every turn—subtle sexism and racism; third, reaching its apex—the intersection of racism, sexism, and ageism; and, fourth, transcending race, gender, and age barriers—“this too shall pass.” Furthermore, implications for aspiring leaders and leadership preparation programs are presented to explicate how African American females and women in general can challenge barriers that continue to persist in educational leadership.