Abstract
Purpose. The purpose of this phenomenological study was to describe the leadership experiences of African American female principals in the California K-12 public school system.Theoretical Framework. The theoretical framework that guided this study was intersectionality. Using intersectionality allowed the researcher to describe the leadership experiences of African American female principals through the lenses of race and sex.Methodology. A phenomenological qualitative design was used to describe the leadership experiences of African American female principals throughout California. Data were collected using purposeful, homogeneous, and snowball sampling by interviewing 5 African American female principals. The interview protocol consisted of semistructured and open-ended questions.Findings and Conclusions. The findings of this study identified 5 common themes: (a) building relationships with students, families, and communities, (b) the underrepresentation within their school districts, (c) perceptions and stereotypes, (d) having to work twice as hard, and (e) having support networks for advice and guidance. The study found that African American female leaders are faced with unique challenges that impact their overall leadership experiences.Recommendations. Districts should look closer at their current practices to ensure equity and inclusion are in place across all schools within their districts...ensuring diversity. Districts should provide additional support when placing African American women at underachieving schools. They can also incorporate leadership development programs that are geared toward assisting African American females who are aspiring to become leaders.