Abstract
Purpose. The purpose of this phenomenological study was to explore the lived experiences of Asian Americans who became superintendents in K-12 school districts across the United States.
Theoretical Framework. This research utilized the theoretical frameworks Critical Race Theory and Asian Critical Race theory to identify barriers experienced and ways those barriers were overcomed by those who participated in the study. Methodology. This qualitative study used the phenomenological design. The researcher interviewed six Asian American superintendents of a K-12 school district in the United States. Participants were selected using purposeful sampling. Data collection followed the steps outlined by Patton (2002). The researcher used bracketing to minimize bias.
Findings. The recorded interviews were transcribed and reviewed to identify 48 significant statements. Twenty-three codes from the significant statements emerged, and after further analysis, five major themes emerged from the data. The themes were explained and supported by significant statements from the interviews. Finally, the essence of Asian Americans becoming K-12 superintendents was described.
Conclusions. The findings of this study suggest Asian Americans face a plethora of barriers. Examples of these barriers include the Bamboo Ceiling, Perpetual Foreigners, Lack of Asian American coaches and leaders, and the differences in cultural values and leadership styles. Despite existing barriers, building genuine relationships, staying resilient and prepared, continuous growth through coaching and support groups, knowing oneself, and finding self-confidence allowed the participants to break through barriers and become CEOs in education.
Recommendations. First, an area for future research is to evaluate the effectiveness of the five barrier breakthrough recommendations as described in the study findings through a quantitative survey of current Asian American superintendents. Second, a quantitative comparative study should be conducted to explore other races’ perceptions of the themes presented in this study. Third, to include all Asian American superintendents' voices, future research needs to explore the lived experiences of Asian American superintendents in non-coastal school districts. Furthermore, an examination of CSBA implicit bias training's impact on school board members' hiring practices should be studied. Finally, future research should explore how Asian American superintendents describe their lived experiences of becoming superintendents in a White-dominant profession as it applies to their other intersecting identities.