Abstract
Purpose. The purpose of this study was to identify and describe the career paths of African-American female high school principals, the perceived barriers they faced, and the strategies they used to achieve the high school principalship in the state of California. Case study descriptive research was used to address this purpose. Findings. Major findings of this study are: (1) A typical African-American high school principal typically begins her career as a teacher, volunteers, and makes herself available for leadership opportunities as a teacher (resource teacher, G.A.T.E. coordinator, department chairperson, etc.), then proceeds to apply within the district for a quasi administrative position or site administration such as activities director, program coordinator, counselor and/or assistant principal. Sometimes before becoming a principal, the subject would go to the district office as a coordinator or director before returning to the site as a high school principal. (2) A few barriers identified included: socialization, white male conflict, conflicts and relationships with other women, perceptions of their own race about their ethnic responsibilities and commitments, responsibilities for and with family, lack of perceived ability, insufficient networking, lack of district support, discrimination, sex-role stereotyping, perceptions of others about race and ethnicity, lack of like support groups. (3) The identified and described strategies that contributed to their successes were: ability to manage their time, continuing their education, advance training, family support, being a role model for all students, risk-taking, mentors, district leadership training and support, and networking. (4) Some of the strategies the female high school principals utilized to address barriers in their careers included: Having a mentor such as a supervisor or from administration within the district, district support (leadership training, workshops and presentations), family support and encouragement, additional training in leadership skills such as handling difficult people and risk-taking. (5) Cultural factors that influenced the African-American females were: family support and encouragement, high expectations of self and from relatives. (6) The role of the family was identified as critical. Church was a part of that family. Conclusions. The findings of this study have implications for minority women staff managers/administrators who have aspirations for career advancement.