Abstract
The purpose of this qualitative study was to explore Black women’s educational leadership. The literature on Black women’s leadership presented the influence of historical oppression against women and Black people in society and academia (Tillman, 2012). The location in two marginalized identities suppressed their stories of transformative leadership and social justice throughout history (Alston, 2012). The literature presents the “Double Jeopardy” of being Black and female is continued through subversive interactions on their leadership (Haar & Robicheau, 2009). The growing literature on Black women’s leadership seeks to reclaim their power and reveal the robust history of Black women’s leadership. The legacy of Black female leadership is one of resistance and resilience to social oppression. Emerging literature defines the leadership style and encourages further study as a template for social justice of marginalized groups (Bass, 2012). Since the passage of No Child Left Behind in 2001, the educational system has reported on achievement gaps and formed policy as an attempt to bring equality to the system. Twenty years later, the achievement gaps in education still exist with students in marginalized groups based on ability, gender, race, socioeconomic status, language, and nationality continuing to be under served. Within the intersection of racism and sexism, Black women are striving towards better academic, economic, and professional status.
Methodology
The researcher performed qualitative data collection through semi-structured interviews. Participants were invited in the interview to develop their own narratives on their careers. Questions focused on the journey to leadership, leadership style, supports, challenges, and employment experiences. The interviews were collected virtually during a global pandemic where physical interactions were limited. The analysis of data included manual coding and software analysis.
Conclusions and Recommendations
The participants in this research contributed detailed personal accounts of experiences. The primary support identified by the participants was mentorship. Similar to other studies, mentorship remains a significant factor in aspiring leadership. The challenges presented by the participants reveals the layers of identity oppression and its influence on the minds of the participants. Along with the literature, this study reveals that oppression pervades personal and professional lives. In addition, the participants contribute to the collection of attributes that define Black women’s educational leadership style.
This research found that new and old forms of identity discrimination and oppression persist and Black women’s leadership continues to lead the way in designing anti-oppressive practices and philosophies. The findings support recommendations and changes at the university, district, and school site levels. Universities should diversify faculty, assist in diverse recruitment and retention, and guide placement of leaders in districts. At the district level, senior leaders and school boards are recommended to launch structural reform of hiring practices, making informed decisions based on equal, transparent, and objective hiring practices. Furthermore, districts should be evaluating the diversity of governing boards within the system. With the district, school site leadership is recommended to create safe equitable work environments. At all levels, professionals should develop content knowledge on systems of oppression and design learning communities that resist any form of oppression. These recommendations are for school systems as they grow and develop our future generations. The recommendations can empower our students to be change agents who challenge the status quo and systems of oppression.