The purpose of the study was to gather data about African American female administrators, the positions they hold, and general information about them and their beliefs about women's issues in the work place. Then, through six case studies, subjects selected from the returned surveys, the leadership behaviors, beliefs, and the contexts that framed the leadership behaviors displayed by two female African American Superintendents, one Assistant Superintendent, and three High School Principals was explored. The research questions guiding the study were: (1) What training, professional career experiences, and/or life influences affected decisions made by African American female educational leaders? (2) What beliefs appeared to form the basis for the leadership behaviors of these presently practicing African American female educational leaders? (3) What political, educational, and demographic contexts of the schools and communities framed the leadership behaviors of these female administrators?
The research design was a qualitative approach using a questionnaire as well as case studies of six participants through interviews, informal conversations, interviewer's observation and reflective notes. The participants were selected purposely on the bases of their availability, their willingness to participate, and their knowledge and experiences as women in educational leadership positions. The outcomes of this study identified that African American female administrators' acquisition to their positions was enhanced by their preparation for the positions held, varied job opportunities, the need to communicate well and be articulate, and having strong support systems. They demonstrated a keen desire to succeed and viewed themselves as leaders. Although the participants corroborated that the "good ole boy" system continued to thrive, they used it to learn from their male mentors and established networks that fostered their credibility as strong female leaders.
