A qualitative study of minority school district administrators in the Central Valley of California: their career pathways, barriers, and perseverance

摘要

In California, data indicate that minority administrators are significantlyudunderrepresented in the public school system in California when compared to overalludstudent enrollment (California Department of Education, 2013). This qualitativeudresearch study explored the lived experiences of a small group of minorityudadministrators in California public schools. The semi-structured and open-endedudquestions were used to capture narrative data through an in-depth interviewingudprocess. The theoretical framework for this study was based on Critical Race Theoryud(CRT), a lens to give voice to the lived experiences from the perspectives ofudparticipants. Participants reported personal, professional, and external challenges thatudacted as barriers to minorities ascending into higher administrative positions. Racismudwas mentioned as the highest critical factor, particularly in combination with factorsudlike culture, childhood environment, formal education, and commitment to family.udOther local factors like governing boards, hiring processes, community partnerships,udand perceptions of minorities were also mentioned as challenges. The highestudmentioned factor for achieving success was networking, followed by having jobudskills, a pre-defined mindset, and integrity. The results of this study provided valuableudinformation to minority administrators and other stakeholders. In addition, the results ofudthis study contributed to current research on minority school administrators and howudthey have become successful in their careers.