Date of Degree

2025

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Leadership, Educational Psychology, and Foundations (LEPF)

Director

Summers, Kelly

Committee Members

Watkins, Cheryl; Klein, Jason; Tonks, Stephen

Keywords

Testimony, Women of Color, Pre-K-12 Educational Leadership Roles, Memoirs; Brave Spaces, Culturally Responsive Focus Group, Counterstories, Introduce new Faith Themes, Extend Critical Race Theory

Abstract

ABSTRACT

GIRL, YOU BETTA TESTIFY!: EXPLORING BRAVE NARRATIVE SPACES AND THE TRANSFORMATIVE IMPACT OF STORY-SHARING AMONG WOMEN OF COLOR IN PRE-K–12 EDUCATIONAL LEADERSHIP

Amonaquenette Parker, Ed.D.

Department of Leadership, Educational Psychology and Foundations

Northern Illinois University, 2025

Kelly Summers, Director

This dissertation explores the lived experiences of Women of Color in PreK–12 educational leadership roles. Rooted in the cultural tradition of testimony, the study seeks to illuminate the stories of Women of Color, assess existing opportunities for them to share their experiences, and highlight the power of their testimonies. Grounded in critical race theory (CRT) and intersectionality theory, which acknowledge the complexities of race, gender, and power dynamics within educational institutions, the research examines how systemic inequities influence access to leadership roles, professional expectations, and perceptions of effectiveness in school and district settings.

Employing a qualitative research design, the study uses narrative inquiry and a culturally responsive focus group to capture pivotal moments in the lives and careers of Black and Brown women in PreK–12 leadership. By centering and amplifying their voices through memoir analysis and focus group participation, the research aims to illuminate systemic barriers, foster solidarity, and contribute to broader conversations on diversity, equity, and inclusion in educational leadership. Data collection included memoir submissions and focus group dialogue with Women of Color currently serving in PreK–12 leadership positions. Narrative inquiry, guided coding and thematic analysis, revealed five themes: (a) Intersectional Burden; (b) The Transformational Power of Presence; (c) Resilience and Reclamation of Self; (d) Challenges in Leadership Roles; and (e) Spiritual and Faith-Based Foundations of Leadership.

Findings affirm the need for school districts and policymakers to address structural inequities in recruitment, retention, and professional development, while also acknowledging the cultural wealth and leadership strengths Women of Color bring to education. Implications extend to policy, practice, and scholarship. Equity-driven frameworks are needed to dismantle discriminatory structures and to build inclusive leadership pipelines that sustain Women of Color in critical roles. Ultimately, this study contributes to the growing body of scholarship that centers the narratives of Women of Color in PreK–12 educational leadership, challenges deficit perspectives, and amplifies voices historically excluded from leadership discourse.

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.

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