African American Women Principals in Urban Schools: Realities, (Re)constructions, and Resolutions

Abstract

The metaphor of visibility and its counterpart, invisibility, are paired throughout the article in an attempt to characterize the world of three African American women administrators as they struggle for equitable recognition—visibility—within the field of education. Using a naturalistic inquiry advocacy approach, analyses of in-depth interviews revealed portraits of women emerging from the visible absences, illusionary opportunities, and imaginary schools with stories of strength, identity formation, and a collective consciousness in working for and with the Black community in urban schools. Implications of this study for leadership theory, research, and practice are offered.