Cognitive barriers to leading for racial equity as a White education leader: a qualitative study

Benson, Tracey; Serna, Jillian La; Greenia, Andrew

doi:10.1080/09518398.2023.2181420

Cited by 1 publication

(1 citation statement)

References 49 publications

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“…In addition to countering resistance from staff, some white administrators, including those who self-identify as antiracist, are resistant themselves, engaging the mechanisms of whiteness to refuse learning about systemic racism or taking responsibility for institutional change [35]. Many other white leaders feel that they do not know enough about race themselves and fear staff will push back on racial equity initiatives [15,36]. In many ways, this fear is warranted, as teacher resistance is powerful, and a few voices can easily lead others to question equity initiatives [37].…”

Section: The Challenges Of White Leadership For Racial Equitymentioning

confidence: 99%

The (Im)Possibility of Interrupting Midwest Nice in a Predominantly White, Small-Town School District

Miller

2024

Education Sciences

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As school and district leaders are confronted with explicit opposition to racial equity and inclusion policies and practices, they also continue to contend with Nice resistance. In this ethnographic case study, I draw on interviews with teachers and administrators as well as observations of meetings and professional learning sessions to explore how educational leaders in a predominantly white, small, Midwestern town navigated a culture of Niceness characterized by good intentions, comfort, and avoiding conflict. Though most educators said they supported equity and inclusion, they resisted the administration and the policies and practices administrators implemented. Leaders challenged the culture of Niceness in the school district by focusing on impacts, pushing teachers to do things they were not comfortable with, and having direct conversations. Ultimately, several administrators left the district, and some equity and inclusion efforts were stalled or rolled back. Based on the findings of this study, I conclude that it is difficult to interrupt Niceness in the interest of advancing racial equity and inclusion.

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Section: The Challenges Of White Leadership For Racial Equitymentioning

confidence: 99%

The (Im)Possibility of Interrupting Midwest Nice in a Predominantly White, Small-Town School District

Miller

2024

Education Sciences

View full text Add to dashboard Cite

show abstract

Cognitive barriers to leading for racial equity as a White education leader: a qualitative study

Cited by 1 publication

References 49 publications

The (Im)Possibility of Interrupting Midwest Nice in a Predominantly White, Small-Town School District

The (Im)Possibility of Interrupting Midwest Nice in a Predominantly White, Small-Town School District

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