Date of Degree
2025
Degree Name
Ed.D. (Doctor of Education)
Department
Department of Leadership, Educational Psychology, and Foundations (LEPF)
Director
Alexios Rosario-Moore
Co-Director
Manderino, Michael
Committee Members
Puckett, Tiffany
Keywords
African-American Male Principal Leadership, Principal Leadership, HIgh School Leadership, Male Leadership, African American, Counter-Narrative, Critical Race Theory, High School leadership, African American, Social Justice Theory, Social Justice, Qualitative Research
Abstract
This qualitative dissertation explores the lived experiences of African American male high school principals in urban and suburban schools across the Chicagoland area. Using critical race theory (CRT) and counter-narrative methodology, the study centers the voices of ten African American male principals to examine how race, systemic inequities, and social justice shape their leadership practices, professional identities, and navigation of racially charged educational environments. These leaders consistently confront institutionalized biases and racialized expectations that limit their professional advancement while reinforcing deficit narratives about African American leadership. Through semi-structured interviews and thematic analysis, three primary research questions guided this study: (1) how African American male principals navigate the racialized American education system; (2) how social justice influences their leadership strategies; and (3) how they make sense of their lived experiences through CRT and social justice theory. The findings illuminate recurring themes of identity masking, strategic resistance, radical care, and advocacy, highlighting how these principals embody a dual consciousness that enables them to lead effectively within systems that often marginalize their presence. Their leadership extends beyond instructional mandates to encompass culturally responsive engagement, community building, and the dismantling of oppressive school policies and practices. This study contributes to a deeper understanding of the challenges and strengths that African American male principals bring to educational leadership. It calls for the development of equity-based principal pipelines, culturally affirming mentorship programs, and leadership preparation models that acknowledge and address racial trauma. The implications of this research extend to school districts, universities, and state agencies tasked with preparing, evaluating, and sustaining leaders of color. Ultimately, this work repositions African American male principals not only as effective school leaders but as system disruptors, equity warriors, and advocates for transformative change.
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.
Recommended Citation
Crosen, Jamie Mr, "The Beautiful Struggle: A Counter-Narrative Study of African American Male School Leaders" (2025). Dissertations of Practice. 87.
https://huskiecommons.lib.niu.edu/allgraduate-disspractice/87
Included in
Educational Leadership Commons, Educational Psychology Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Leadership Studies Commons, Other Education Commons, Social Justice Commons
