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The role of an assistant principal is both challenging and multifaceted. The role of an assistant principal who is both Black and female is compounded as this demographic of leaders must navigate both the present demands of the position and racial stressors that often cause low self-confidence and feelings of inadequacy (Robinson, 2014). Cited research indicates that mentoring is effective in developing both leadership capacity and self-confidence or self-efficacy for new school leaders (Allen et al., 1995; Barnett et al., 2017; Calabrese and Tucker-Ladd, 1991; Craft et al., 2016; Gurley et al., 2015; Harris, 2020; Hausman et al., 2002; Lester et al, 2011; Liang and Augustine-Shaw, 2016; Marshall and Phelps, 2016; Parfitt and Rose, 2020; Ryan, 2011; Searby et al., 2017; Spillane and Lee, 2014). The purpose of this study was to identify the perspectives of mentoring on Black female assistant principals' self-confidence and leadership capacity development. A secondary purpose was to learn if participants perceived that race had any impact on their ability to serve successfully in the role. Data analysis revealed that relationship, not race was the primary driver needed for a successful mentoring relationship. Data also supports a positive perceived relationship between mentoring and improved leadership capacity and self-confidence for Black female assistant principals. Findings and implications could aid school districts, policymakers, and principal preparation program leaders with establishing and diversifying practices and/or programs to strengthen the leadership capacity and confidence of Black female assistant principals. / Doctor of Education / The role of an assistant principal is both challenging and multifaceted. The role of an assistant principal who is both Black and female is compounded as this demographic of leaders must navigate both the present demands of the position and racial stressors that often cause low self-confidence and feelings of inadequacy (Robinson, 2014). This study investigated the perspectives of mentoring on Black female assistant principals' self-confidence and leadership capacity development. Additionally, the researcher aimed to learn if participants perceived that race had any impact on their ability to serve successfully in the role. Data analysis revealed that relationship, not race, was the primary driver needed for a successful mentoring relationship. Data also supported a positive perceived relationship between mentoring and improved leadership capacity and self-confidence for Black female assistant principals. Findings and implications could aid school districts, policymakers, and principal preparation program leaders with establishing and diversifying practices and/or programs to strengthen the leadership capacity and confidence of Black female assistant principals.

Representations of natural disasters in Black Southern literature identify social location as the greatest indicator of risk vulnerability. Moreover, they can expose the precarious subjectivity of the Black female reproductive body, as addressed through characters Lulu in Richard Wright’s “Down by the Riverside,” Janie in Zora Neale Hurston’s Their Eyes Were Watching God, and Jesmyn Ward’s Esch in Salvage the Bones. Together, these female characters share a legacy of social marginalization and Black female resistance that is (re)shaped through their experiences with ecological catastrophe. This thesis considers these three texts together as an ongoing testimony and as a means to bear witness to a socio-historical record of disaster oppression and Black female resistance.

The purpose of this study is to examine the work-life balance experiences of Black females school leaders. Due to the inherent intersectionality of race and gender that is experienced by Black females, a study of their unique experiences with work-life balance is valuable to the field of educational leadership. The responsibilities associated with school leadership positions are extensive and those school leaders who also have spouses and children must figure out a way to fulfill responsibilities associated with each role. Work-life balance is important to understand for school leaders whose career responsibilities may interact with those associated with their personal lives. The theoretical framework, Black Feminist Thought, guided the data collection and analysis processes, and provided the basis for the resulting narrative findings. This study gave voice to an otherwise silenced, marginalized group, Black female school leaders. All data was synthesized into narratives and from these narratives came six themes: (1) Familial Sacrifice; (2) Servant Leadership; (3) Informal and Formal Work-life Balance Policies; (4) Notion of Self-Care; (5) Upbringing and Black Females’ Prideful Identity; and (6) Black Females having to prove themselves. While this study does not show evidence of school leaders having achieves work-life balance, the findings will inform the practices of perspective Black female school leaders and add the voices of Black female school leaders to the literature on Black female school leader’s experiences with work-life balance.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2007. / Title from second page of PDF document. Includes bibliographical references (p. 83-86).

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[pt] O presente estudo tem como objeto de investigação a produção escrita contemporânea de mulheres negras e sua inserção no mercado editorial brasileiro. Partindo do pressuposto de que, desde o século XIX, com o surgimento da primeira romancista brasileira Maria Firmina dos Reis, e da poeta Auta de Souza, e ao longo século XX, com o surgimento de novas autoras, cujas obras lançadas sofreram processos de apagamento, descontinuidade e errante intermitência, deixando enorme lacuna sobre suas produções, o meio literário brasileiro continua seletivo e excludente. Estudos acadêmicos e análises empíricas apontam questões de desigualdades socioeconômica, raça, gênero e sexualidade como entraves para a visibilidade das obras de mulheres afrodescendentes, logo a investigação dos processos que inviabilizam o reconhecimento desse grupo deve partir de uma perspectiva crítica, interseccional e decolonial, em consonância com a ressignificação de elementos culturais afro-brasileiros presentes em grande parte dessas obras. O século XXI configura-se como um momento de afirmação para a produção feminina afrodescendente, vivemos o despertar de uma memória ancestral coletiva, uma Primavera Literária Afro-brasileira de forte tons femininos. O estudo irá analisar algumas obras em prosa e verso lançadas nas duas últimas décadas, observado os processos, progressos e desafios ocorridos neste período, bem como a relação entre o surgimento de novas autoras afrodescendentes e a emergência de significativo número de editoras independentes, que tem levado a um aquecimento do meio editorial, bem como a uma autocrítica sobre a incipiente presença de autoras afrodescendentes em catálogos de grandes editoras. / [en] The presente study has as its object of investigation the contemporary written production of black women and their insertion in the brazilian publishing market. Based on the assumption that, since the 19th century, with the emergence of first brazilian novelist Firmina dos Reis, and the poet Auta de Souza, and throughout the 20th century, with new authors s emergence, whose published works have undergone erasure processes, discontinuity and errant intermittence, leaving huge gap in their productions, the brazilian literary space remains selective and excluding. Academic studies and empirical analyzes point out issues of socioeconomic inequalities, race, gender and sexuality as obstacles to the visibility of afrodescendant women s works, therefore, the analysis of the processes that make the recognition of this group unfeasible, must start from a critical, intersectional and decolonial perspective, in line with the reframing of afro-brazilian cultural elements present in most of these works. The 21th century is configured as a moment of affirmation for afro-descendant female production, we live an awakening of a collective ancestral memory, an Afro-brazilian Literary Spring with strong feminine tones. The study will analyze some works in prose and verse relesead in the last two decades, observing the processes, progress and challenges that ocurred in this period, as well as the relationship between the appearance of new afro-descendant authors and the emergence of significant number of independent publishers, wich has led to a warming of the editorial environment, as well as a self-criticism about the incipient presence of afro-descendant authors in catalogs of major publishers.

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