UCLA

Existing education research literature addresses problems and solutions concerning Black women teacher retention; however, few studies examine the issue of Black women administrator retention, specifically the retention of Black women principals. Using qualitative semi-structured interviews, this phenomenological study of 22 current and former Black women principals aimed to uncover the perceived supports that contribute to the retention of Black women principals in K-12 California schools, along with the perceived barriers that hinder their success.Current solutions to the problem of higher attrition rates amongst Black women administrators in K-12 schools have focused primarily on the superintendency role. However, the solutions offered - such as providing Black women superintendents with mentors (Brown, 2014; Johnson, 2021) and networking opportunities (Johnson, 2021) - are limited in scope. To that end, this study sought to achieve two goals. First, using Kimberlé Crenshaw’s (1989) theory of intersectionality, this study explored the role of race and gender in the professional experiences and career decisions of Black women K-12 principals. Second, using Donella Meadows’ (2008) systems thinking framework, this study critically examined the K-12 education system as a whole to better understand the underlying challenges and possible solutions to improving Black women principal retention from a systemic perspective. Findings from this study highlighted three key reasons Black women principals leave (or would leave) their principalships: unsustainable working conditions, lack of supervisory protection and support, and exposure to race and gender-based microaggressions. According to the Black women principals in this study, systemic approaches to improving Black women principal retention could include: providing Black women principals with former Black women principal coaches, addressing the needs of Black women principals in K-12 administrative credentialing programs, and creating a clear career trajectory for Black women principals pre and post-principalship. Implications for K-12 systems leaders and recommendations for further research are offered to improve the retention of Black women principals in California’s K-12 public and charter schools.