dc.contributor.author	Jackson, Mirakal
dc.coverage.spatial	Georgia	en_US
dc.date.accessioned	2023-05-25T15:08:58Z
dc.date.available	2023-05-25T15:08:58Z
dc.date.issued	2023-05-22
dc.identifier.other	89734e5a-1e23-4864-9367-25d037cb1b96	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6732
dc.description.abstract	The purpose of this narrative inquiry (Clandinin & Connelly, 2000; Kim, 2016) study was to investigate, document, and illuminate how controlling images influence the perceptions, experiences, opportunities, and/or health of five Black women leaders living in South Georgia by conducting 90-minute in-depth (Seidman, 2019) life story interviews (Kim, 2016). Controlling images are internalized stereotypes that influence one’s self-image, lived experiences, and life opportunities based on prevailing standards, such as physical features, dialect, social status, and behaviors (Collins, 2022; Harris-Perry, 2011). The problem is society has persistently deemed Black women's existence invisible (Crenshaw, 1989; Hart, 1967; hooks, 1981; Langley, 2021) and their concerns negligible (Collins, 1989; Jones et al., 2021), which hinders the resurfacing of their stories. This problem impacted the health, life experiences, leadership opportunities, and perceptions of Black women in America (Collins, 1989; Crenshaw, 1989; Harris-Perry, 2011; hooks, 2000; Kirby, 2020; Walker, 1983). Today, contemporary Black women collectively continue to fight for their voices to be heard, their identities and experiences to be accurately represented, and their intersectional narratives to be acknowledged and told by them (Collins, 2022; Jones et al., 2021; Porter & Byrd, 2021; Simmons, 2020). The study findings not only added to scholarly research about Black women as intellectual leaders, but also informed implications for future research on identity and media representation; cultural diversity and belonging; learning and transformation; American laws and opportunity; education and home dynamic; and narrative inquiry/analysis. The narrative analysis reported fresh perspectives and new ideas for institutions, policymakers, and organizational leaders.	en_US
dc.format.extent	1 electronic record (.pdf), 252 pages, 2596406 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Ethnology	en_US
dc.subject	Dissertations, Academic	en_US
dc.subject	African American women	en_US
dc.subject	Social psychology	en_US
dc.subject	Multicultural education	en_US
dc.subject	Education	en_US
dc.subject	Narrative inquiry (Research method)	en_US
dc.title	Black Women as Self-Defining Leaders: A Narrative Analysis Connecting Controlling Images with Leadership Representation	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Lovett, Marilyn D
dc.description.committee	Coleman, Kendric L
dc.description.committee	Ramirez, A. J.
dc.description.degree	Ed.D.	en_US
dc.description.major	Education	en_US