dc.contributor.author	Troutman, Senica Nicole
dc.coverage.spatial	United States	en_US
dc.coverage.temporal	2020-2025	en_US
dc.date.accessioned	2025-06-04T17:43:26Z
dc.date.available	2025-06-04T17:43:26Z
dc.date.issued	2025-05-28
dc.identifier.other	e3d9cc51-d916-465a-98c4-c32b3bf70f66	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7443
dc.description.abstract	The emergence of the COVID-19 pandemic led to an extraordinary increase in the use of digital technology across P-12 schools. This situation required school leaders to adapt to educational technologies that quickly supported remote learning. Technology support roles were needed more than ever before. Although they remain an essential part of P-12 school systems, technology leadership positions are mostly held by White men. The representation of Black women in educational technology within P-12 school districts in the United States is notably lacking, a disparity that also extends to the literature. In particular, the voices of Black women in technology leadership positions remain largely unheard. This imbalance has disproportionately allowed the experiences and viewpoints of White men to influence the academic discourse. By highlighting the experiences of Black women in technology leadership roles within P-12 public school districts, this study aims to shed light on how their distinct identities influence their professional experiences. This contribution is important, offering a fresh and necessary perspective to the existing body of literature. Utilizing Critical Race Theory as a framework and Critical Race Methodology, this research probes the social and professional voyages of Black women serving as technology leaders, aiming to enrich our understanding with their unique insights and experiences.	en_US
dc.format.extent	1 electronic record. PDF/A document, 110 pages, 2291014 bytes.	en_US
dc.format.mimetype	application/pdf	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	African American women--Education	en_US
dc.subject	African American women--Employment	en_US
dc.subject	COVID-19 Pandemic (2020-)	en_US
dc.subject	Critical race theory	en_US
dc.subject	Discrimination in education	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Distance education	en_US
dc.subject	Education	en_US
dc.subject	Educational equalization	en_US
dc.subject	Educational leadership	en_US
dc.subject	Educational technology	en_US
dc.subject	School administrators	en_US
dc.subject	Women in technology	en_US
dc.title	Breaking Barriers, Claiming Space: A Counterstory of Black Women's Leadership in P-12 School Technology	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	Suriel, Regina
dc.description.committee	Gunn, Nicole
dc.description.committee	Martínez, James
dc.description.degree	Ed.D.	en_US
dc.description.major	Curriculum, Leadership & Technology	en_US