Jamon H. Flowers headshot

Jamon H. Flowers

Biography

Jamon H. Flowers is an Assistant Professor in the Educational Administration and Policy (EDAP) program at the University of Georgia, in the Mary Frances Early College of Education. With a rich academic background, Dr. Flowers has acquired degrees and certifications from the University of North Carolina-Charlotte, the University of Minnesota, and the College of William & Mary. His journey through the educational landscape has been marked by a breadth of roles, from teacher and instructional coach to assistant principal and principal, across diverse settings—rural, suburban, and urban. Furthermore, Dr. Flowers brings a wealth of experience from administrative positions at the elementary, middle, and high school levels.

Dr. Flowers’s scholarly pursuits delve into the complexities of rural educational administration and leadership, with a keen interest in the collegiate experiences of rural students. In sum, his research critically examines the confluence of social identities, place, and opportunity, shedding light on the often-overlooked narratives within these intersections.

Areas of Expertise

  • Rural Educational Leadership and Administration
  • College Experiences of Rural Students
  • Social Identities and School Leadership
  • Principalship

Interests

  • School and District-Based Leadership
  • Community Engagement Leadership
  • Autoethnography
  • School Improvement
  • Double Consciousness

Concentrations

Education

  •  Ph.D. in Educational Policy, Planning, and Leadership
    William & Mary

Contact

 @jhflowers40
 Jamon Flower

Research Summary

Dr. Flowers’ research examines the intersections of rural educational leadership, leadership identity, and postsecondary access. His scholarship is structured around three interconnected strands: (1) Leadership & Policy in Rural Education, which explores how rural superintendents, principals, and school boards navigate political pressures, policy constraints, and emerging challenges such as AI in leadership decision-making; (2) Leadership Identity & Double Consciousness in Education, which expands W.E.B. DuBois’s concept of Double Consciousness to examine how Black and non-Black educational leaders negotiate conflicting expectations, institutional role ambiguity, and identity conflict in polarized educational spaces; and (3) Rural Student College Experiences, which investigates how rural students, particularly Black rural students, experience higher education, navigate belonging, and overcome barriers to postsecondary access. Through qualitative methods, his work advances scholarly conversations on rurality, leadership identity, and equity while informing policy and practice in K-12 and higher education contexts.