Date Approved

2025

Degree Type

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department or School

Leadership and Counseling

Committee Member

Davis Clement, PhD

Committee Member

Rema Vassar, PhD

Committee Member

Matthew Kautz, PhD

Committee Member

Cierra Pressbery, PhD

Abstract

This critical autobiography explores how my experiences as a Black woman born and raised inDetroit profoundly shaped my worldview, leadership style, and professional decisions as a school principal. Anchored in the theoretical framework of critical race feminism, this study examines the intersections of race, gender, and place, revealing how Detroit’s complex social, historical, and cultural dynamics informed my development and the paradigms that guided my thinking as both an educator and a leader. Through self-reflection and scholarly inquiry, I analyze how these lived experiences influenced my approach to problem-solving, community engagement, and the pursuit of equitable learning environments. This work also interrogates the tension between intention and consequence, particularly as I navigated moral and legal boundaries that ultimately resulted in my betrayal of public trust. The irony and complexity of such contradictions—of striving to serve while simultaneously transgressing—illuminate how personal and professional decisions are shaped by systemic pressures and deeply internalized narratives about race, gender, and power. Employing critical race feminism as a framework enables an honest examination of how institutional structures both constrain and define leadership identities, offering a path toward understanding how I might lead differently— ethically, compassionately, and lawfully—moving forward. By tracing pivotal moments across my life and career, this critical autobiography reveals how growing up in Detroit instilled empathy, resilience, and determination to meet the needs of students from underrepresented and marginalized communities. It also highlights how my identity as a Black woman has influenced my leadership style, decision-making, and advocacy for inclusive educational policies. In doing so, this study contributes to the broader discourse on educational leadership as inherently intersectional and context-dependent. Ultimately, this work asserts that education in segregated urban spaces like Detroit can be both empowering and traumatic—for learners and educators alike. The process of reflexive inquiry affirms that confronting systemic inequities through personal narrative is not only a form of scholarship but an act of healing, accountability, and transformative leadership. Key Concepts: critical autobiography, critical race feminism, educational leadership, race, gender, intersectionality, adultification.

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