Double Consciousness and African American Principals in the Oklahoma City Metropolitan Area: A General Inductive Qualitative Study

Abstract

There is an underrepresentation of African American head public school principals in the United States of America. The growth of multi-ethnic student populations in cities amplifies this situation. Principals leading diverse schools must function in various roles and require cultural competencies to handle the myriad of issues encountered daily. Most research studies analyze the experience of being an African American principal through the lens of Critical Race Theory, which examines systematic external barriers. This research explored this experience from a different perspective, involving the concept of double consciousness. Possessing a dual sense of self could be problematic but also advantageous. This general inductive qualitative study probed the thoughts and perceptions of eight African American principals in the Oklahoma City Metropolitan Area and examined how effectively understanding and utilizing their identity can be a beneficial tool for success. The data revealed that the participants demonstrated a heightened awareness of their racial identity and were accustomed to experiences related to the concept of double consciousness in their roles as educators and leaders. Their adept navigation of specific challenges and management of perceptions and expectations cultivated skills that proved impactful, beneficial, and advantageous in guiding diverse schools. The overall analysis of the data identified themes that illuminate the intricate intersection of racial identity and educational leadership.