Date of Award

Summer 7-29-2025

Access Restriction

Dissertation

Degree Name

Doctorate in Education

Department

Education

School or College

School of Education

First Advisor

Mary McCullough

Second Advisor

Joaquin Noguera

Third Advisor

Sherrie Allen

Abstract

This qualitative narrative study explored the lived experiences of eight Black educational leaders navigating microaggressions in predominantly White or majority-minority K–12 school settings in Southern California. Framed by Critical Race Theory (CRT) (Crenshaw, 1989; Ladson-Billings, 1998; Solórzano, 1998), the conceptual framework of microaggressions (Sue, 2010; Sue et al., 2008, 2007), and informed by the historical displacement of Black educators and leaders following Brown v. Board of Education (1954), the study examined how participants perceived and responded to microaggressions, as well as the reported psychological and physiological toll of these experiences, and strategies employed to address, cope with, and disrupted incidents of microaggression. Data was collected through semi-structured interviews (Leavy, 2017; Merriam & Tisdell, 2016). Participants described incidents of racialized and gendered microaggressions such as being assumed for non-leadership roles, having their authority questioned, or being dismissed in ways that reflect implicit bias and anti-Blackness. Participants reported stress-based responses aligned with Racial Battle Fatigue (Acuff, 2018; Chancellor, 2019; Corbin et al., 2018; Franklin, 2019; Gorski, 2019; Pizarro & Kohli, 2020; Smith et al., 2006, 2011, 2006), which included anxiety, headaches, self-doubt, and emotional exhaustion. Some participants reported experiences of imposter syndrome, isolation, and the need to self-monitor their emotional expression to avoid being perceived as “angry” or “unprofessional.” Coping strategies included emotion regulation, spiritual grounding, peer support, and, in some cases, subtle acts of resistance aligned with microintervention strategies such as asking clarifying questions. While the participants demonstrated notable resilience and resistance in navigating these challenges, their experiences highlight the emotional labor required to navigate educational leadership in historically White spaces. The study concludes with recommendations for school districts and educational leaders, as well as future research to support the recruitment and retention of Black leaders, disrupting institutional practices that perpetuate racial harm and hinder Black leadership in schools.

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