Johnson, Bernadeia H.2012-02-172012-02-172012-01https://hdl.handle.net/11299/120821University of Minnesota Ed.D. dissertation. January 2012. Major:Educational Policy and Administration. Advisors: Dr. Neal Nickerson and Dr. Jennifer York-Barr. ix, 140 pages, appendices A-D.Six African American female superintendents who had served as superintendents in at least 2 school districts were interviewed to understand ways in which they responded to barriers and adversity in their roles, with a particular emphasis on issues related to sexism and racism. Study participants shared that they work to engage the community and build relationships with stakeholders. They also reported being courageous and clear in defining where they would take a stand. This required knowing who they are and being true to personal values and ethics. These African American female superintendents reported having strong religious faith and benefitting from the love, support, and encouragement of parents, family, and friends. They identified listening as critical to their success. Mentoring new and aspiring African American women superintendents is one way they intentionally give back to the profession. They expressed the need to be continuous learners and to work hard while still striving to achieve life-work balance.en-USAfrican AmericanFemalesResiliencySchool LeadersSuperintendentsEducational Policy and AdministrationThesis or Dissertation