A review was conducted of 28 psychology of women textbooks selected from university libraries and utilizing a psychological approach. The question of whether authors of psychology of women books in their treatment of Afro‐American women had replicated the errors of authors of introductory psychology books in their treatment of women was raised. Of the 28 books reviewed, 18 offered either token or no references to Afro‐American women. It is concluded that race and class biases underlie the exclusion, limited inclusion, and biased treatment of Afro‐American women in these works.

This qualitative study was based on a phenomenological narrative design that specifically addresses the issues of recruitment and retention of African American women in the public school superintendency. The narratives of eight African American women participants identified common similarities and differences about race, gender, and social politics as applied to recruitment and retention of public school superintendents. When African American women are hired for and able to maintain the public school superintendency, they in fact are learning, teaching, and modeling how to overcome racism, sexism, and oppressive sociopolitics. This is not to say that every African American woman hired as a public school superintendent has the capacity to become a transformative leader within a school district, but rather their mere presence in the position demonstrates their individual ability to transcend the challenges presented throughout this study.