Leading in Context: Exploring the Leadership Journeys of Black Male Principals Across School Geographies

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

8-31-2026

Abstract

The persistent underrepresentation of Black male principals in K-12 education raises critical questions about leadership, identity, and systemic inequities within the American educational system. This study examined the leadership experiences of Black male principals across rural, suburban, and urban school environments through the lens of social identity theory. By exploring the ways in which their social identities shape leadership practices, influence decision-making, and affect school culture, this research aimed to illuminate the unique challenges and contributions of Black male principals. Using a basic qualitative research design, this study employed in-depth interviews to capture the lived experiences of eight Black male principals navigating complex educational landscapes. The findings highlight how identity negotiation, systemic barriers, and cultural responsiveness impact their leadership approaches and effectiveness. Furthermore, this study’s findings underscore the need for targeted professional development, mentorship, and policy reforms to support Black male educators in leadership roles. By centering the voices of Black male principals, this research contributed to a deeper understanding of representation, leadership equity, and the structural factors influencing school leadership. The study’s implications extend beyond individual leadership experiences to inform policies, educational leadership training, and systemic strategies aimed at increasing diversity and inclusion in school administration. Keywords: Black male principals, Social identity and leadership, K-12 educational leadership

Advisor

Elsa Villareal

Subject Categories

Education | Educational Administration and Supervision

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