Congratulations to Melissa A. Barrow, who on Thursday, August 27th 2026, successfully defended her dissertation.
The title of Melissa's dissertation is, "CHALLENGING GENDERED AND RACIALIZED NORMS: BLACK AND HISPANIC WOMEN IN THE SUPERINTENDENCY."
The abstract of this study follows:
Overview of Problem: This qualitative interpretive inquiry explored the lived experiences of Black and Hispanic female public school superintendents in the United States, including race- and gender-based barriers encountered during their ascent to and experiences within the superintendency and how they navigated these barriers. Acker’s (1990, 2006) Theory of Gendered and Racialized Organizations served as the theoretical framework.
Research Purpose: This qualitative interpretive inquiry explored the lived experiences of Black and Hispanic female public school superintendents in the United States, including encountering barriers based on gender and race during their ascent to and experiences within the superintendency and how they navigated these barriers. Acker’s (1990, 2006) Theory of Gendered and Racialized Organizations served as the theoretical framework.
Research Design: Qualitative interpretive inquiry using semi-structured individual interviews.
Sample: Twelve Black and Hispanic female public school superintendents serving diverse school districts across the United States.
Data Collection and Analysis: Data were collected through semi-structured interviews and analyzed using Yin’s (2018) five-phase qualitative data analysis process of compiling, disassembling, reassembling, interpreting, and concluding. The research questions, conceptual framework, and theoretical framework guided interpretation of participants’ experiences.
Findings/Results: Three themes emerged: “We’re Not Used to This”: When Race and Gender Disrupt Organizational Norms; “Anchored in Relationships”: Building Trust and Sustaining Leadership; and “I Took the Power Back”: Knowing Your Purpose in the Face of Resistance. Participants experienced leadership stereotypes, expectations of conformity, heightened scrutiny, discriminatory organizational practices, and recurring challenges to their authority and legitimacy. Relationships, mentors, executive coaches, professional networks, family, faith, and a strong sense of purpose helped participants sustain their leadership and resist inequitable practices.
Conclusions/Implications: Findings indicate that although participants encountered gendered and racialized barriers, they continually navigated and resisted recurring inequities. Therefore, increasing representation requires educational organizations to examine and transform the policies, practices, and leadership expectations that perpetuate inequity and compel Black and Hispanic women to continually prove their legitimacy as educational leaders.
Dissertation Committee Chair:
Dr. Susan V. Iverson
Dissertation Committee Members:
Dr. Nicole Joseph
Dr. Sagrario Rudecindo-O'Neill
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