Concrete Roses: An Exploration of the Paralleled Lived Experiences of Black Girls and Women in K-12 Schools

The schooling and leadership experiences of Black girls and women are overlooked as they are often intertwined with the experiences of Black males or White women. Historically, the academic, mentoring, leadership, and mental health needs of Black girls and women have been neglected and challenged in educational settings. The purpose of this qualitative study was to explore the racialized lived experiences of Black girls and women in K-12 schools from a student and Black school administrator perspective. The findings from this dissertation indicate the following: a) Black girls and women lack support and nurturing at all levels in education (student, AP, and principal); b) Black girls and women need spaces in schools to feel supported, collaborate and create actions and policies on how to best meet their needs; c) the mental health of Black girls and women must be considered sacred and protected at all times; and d) Black girls and women need to be included in decision making processes at all school levels.