African American Women Principals in Urban Schools: Realities, (Re)constructions, and Resolutions

Bloom, Collette M.; Erlandson, David A.

doi:10.1177/0013161x03253413

Cited by 86 publications

(146 citation statements)

References 16 publications

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“…Their exclusion constitutes "institutional silencing" (Gitlin, 1994, p. 4 cited in Bloom andErlandson, 2003, p. 345) (also Witherspoon and Taylor, 2010). More recently, a small but important literature is developing a discourse about the links between women and the communities they serve in the United States (Bloom and Erlandson, 2003;Witherspoon and Taylor, 2010;Arnold and Brooks, 2013;Santamaría, 2014;DeMatthews, 2016), South Africa (Lumby and Heystek, 2012;Moorosi, 2014;Lumby, 2015), Canada (Armstrong and Mitchell, 2017), Australia, Canada, New Zealand (Fitzgerald, 2006), and England (Coleman and Campbell-Stephens, 2010;Lumby and Heystek, 2012;Curtis, 2017). Each reveals the ubiquity of racial and gendered oppressions women principals experienced with respect to individual identity, institutional and wider social practice (Holvino, 2010).…”

Section: Intersectionality As Simultaneity In School Leadershipmentioning

confidence: 99%

“…They were underrepresented despite demographic shifts in the school population (Bloom and Erlandson, 2003;Fitzgerald, 2006;Coleman and Campbell-Stephens, 2010;Lumby and Heystek, 2012;Santamaría, 2014;Fuller, 2017a;Johnson, 2017). They struggled against the dominant discourse of school leadership as white and male (Bloom and Erlandson, 2003) with appointment panels preferring the latter candidates (Fitzgerald, 2006;Coleman and Campbell-Stephens, 2010;Lumby and Heystek, 2012;Lumby, 2015). Lumby and Heystek (2012, p. 17) found a "vision of coherence" masked the exclusion of ethnic minority colleagues through non-acceptance, privileged al legiances, and adherence to different values.…”

Section: Intersectionality As Simultaneity In School Leadershipmentioning

confidence: 99%

“…Their appointment to under-resourced schools (Bloom and Erlandson, 2003;Arnold and Brooks, 2013) attended by students from materially impoverished homes (Witherspoon and Taylor, 2010;Arnold and Brooks, 2013;DeMatthews, 2016) meant Black women principals entered a cycle of stereotyped identities as Messiah, sacrificial lamb, or scapegoat when their advocacy for students became problematic (Bloom and Erlandson, 2003;Arnold and Brooks, 2013). This was a harsh environment in which to work (Bloom and Erlandson, 2003;Witherspoon and Taylor, 2010). Principals were expected to follow education policy against the educational interests of minoritized children (Bloom and Erlandson, 2003;Witherspoon and Taylor, 2010).…”

Section: Intersectionality As Simultaneity In School Leadershipmentioning

confidence: 99%

“…This was a harsh environment in which to work (Bloom and Erlandson, 2003;Witherspoon and Taylor, 2010). Principals were expected to follow education policy against the educational interests of minoritized children (Bloom and Erlandson, 2003;Witherspoon and Taylor, 2010). At the same time they were expected to use their cultural resources to take responsibility for children's needs (Fitzgerald, 2006;Coleman and Campbell-Stephens, 2010;Witherspoon and Taylor, 2010).…”

Section: Intersectionality As Simultaneity In School Leadershipmentioning

confidence: 99%

“…I aim to amplify voices of women marginalized by underrepresentation in school leadership (Bloom and Erlandson, 2003;Fitzgerald, 2006;Coleman and Campbell-Stephens, 2010;Lumby and Heystek, 2012;Santamaría, 2014;Fuller, 2017a).…”

Section: Positionalitymentioning

confidence: 99%

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New Lands, New Languages: Navigating Intersectionality in School Leadership

Fuller

2018

Front. Educ.

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In the global context of deepening social and political divisions and at a time of growing forced displacement of people due to conflict, there is an ever increasing need for educators and school leaders to understand issues relating to equality and diversity with respect to themselves and the students with whom they work. In particular, the intersecting characteristics that make up individual and collective identities simultaneously afford opportunities and inflict oppressions depending on circumstances and context. This paper focuses on a theorization of intersectionality as simultaneity through an analysis of linguistic exchanges as they reveal fluctuations of empowerment and disempowerment in the context of culturally and linguistically responsive school leadership. It draws on research findings from the English case as part of an international comparative project focused on Black women principals' experiences of leading schools in England, South Africa and the United States of America. It reports an account of a British Pakistani Muslim woman's experience of school leadership as she negotiated a discussion of institutional racism in a school serving a multi-ethnic population of students. Using Bourdieu's linguistic concepts, I argue that a fine grained analysis of a series of reported linguistic exchanges with multiple stakeholders reveals how various members of the school community accepted or resisted her authority to use official language. There is no guarantee that linguistic habitus will convert into linguistic capital. Moreover, I argue that educators and school leaders need to understand intersectionality as simultaneity so they can navigate identity, institutional and social practices in relation to school leadership and the education of minoritized students.

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