2025 Theses Doctoral
Leading for Equity: Black Superintendents Cultivating Literacy Excellence for Black Students
This qualitative study examined the leadership approaches of six Black superintendents, each leading in different regions across the United States, as they work to advance educational and literacy equity for Black students. Guided by Muhammad’s Culturally and Historically Responsive Literacy (CHRL) framework and Khalifa’s Culturally Responsive Leadership (CRL) framework, the research explored how these leaders confront systemic inequities and develop strategies to improve literacy outcomes for Black students.
Through semi-structured interviews and thematic analysis, the study identified three primary themes: (a) the pursuit of educational and literacy equity, (b) the engagement of Black families and communities as key stakeholders, and (c) the creation of affirming school environments that foster joy and belonging for Black children. These findings highlighted the pivotal role of Black superintendents in challenging Eurocentric curricula, reallocating resources to underserved schools, and building authentic partnerships with Black families.
Despite their progress, the superintendents face significant obstacles, including resistance from institutional structures and constraints imposed by political and economic forces. Their leadership demonstrates the complexity and urgency of addressing systemic inequities to ensure that Black students receive an academically robust, emotionally affirming, and culturally sustaining education.
The study calls for further research into the intersections of race, gender, disability, and socioeconomic status among Black students to understand better how equity-focused leadership can address the diverse needs of these populations. It also advocates for longitudinal studies to assess the long-term impact of culturally responsive reforms on literacy outcomes and broader educational equity.
This research contributes to the English Education and Education Leadership field by emphasizing the transformative potential of culturally responsive leadership and its role in disrupting systemic inequities. It underscores the importance of leadership that centers equity and culture as foundational elements of effective literacy education for Black students.
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This item is currently under embargo. It will be available starting 2030-01-20.
More About This Work
- Academic Units
- English Education
- Thesis Advisors
- Sealey-Ruiz, Yolanda
- Mensah, Felicia
- Degree
- Ph.D., Columbia University
- Published Here
- January 29, 2025