Investing in diversity: changing the face (and the heart) of educational leadership

Campbell-Stephens, Rosemary M.

doi:10.1080/13632430902793726

Cited by 23 publications

(19 citation statements)

References 1 publication

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“…Ethnic minority recruitment in the England education system is a significant area that has attracted concern and further research (Bush et al, 2006;Campbell-Stephens, 2009;Boyle and Charles, 2010). Wilkins and Lall (2011, p. 368 Past and current research confirms a range of discriminatory situations within education, confirming the findings of examples of institutional racist practices.…”

Section: Career and Whole Life Contextssupporting

confidence: 64%

“…She did not discuss cultural or ethnicity barriers that might have been experienced. Reference to the literature review reflects some experiences and barriers experienced in the career trajectories of senior BAME leaders (Bush et al, 2006;Campbell-Stephens, 2009; Boyle and Charles, 2010 and Lall 2011, see paragraph § 2.5.1).…”

Section: Cultural and Ethnicity Barriers -The Bondersmentioning

confidence: 99%

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Career Trajectories of Deputy and Assistant Headteachers and Their Perceptions of Secondary Headship

Bruce-Golding

2019

Journal of Education

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There is a dearth of literature about the career life courses and voices of Deputy and Assistant Headteachers in secondary schools. This thesis examines the career trajectories and the experiences of Headship from 14 Deputy and Assistant Headteachers in secondary schools in Birmingham, England. A two-phase, mixedmethod study (survey and semi-structured life history interviews) was employed as part of an explanatory sequential design. This research builds upon previous work in life history studies along with career phases and stages research. The findings from this study add new insights to the senior leadership role and the perception of Headship in that the Deputy and Assistant Headteacher career stage and socialization experiences can determine whether they stay, leave or climb the career ladder to Headship. This thesis tentatively suggests that Deputy and Assistant Headteachers lean towards displaying mainly Bonder, Bridger or Leaver characteristics that contribute to aspiration and how they utilize their social capital in their career journeys. A new career stages and phases framework pertaining to Deputy and Assistant Headship in secondary schools has been forwarded which draws on the distinction between bonding and bridging social capital and career transition in school leadership and management. iii This thesis is dedicated to: My parents Austin and Vashti; who have taught me about the value of education and perseverance during challenge through their life histories and their inimitable approach to life, and Robert: for being my rock and wonderful support. Life history exploration is a powerful way of walking with and understanding the individual's unique life pathway which informs and guides their values, morals, decisions, attitudes towards justice and personal agency. I would like to extend a very special thank you to Professor Julie Allan for having an open door and providing the encouragement, guidance and support when I most needed it. My family and friends Thank you to my family and friends, in particular to Angela, Deborah, Ray, Antonio and Audrey, who have been voices of continued positivity and encouragement for me to strive towards my goals.

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Section: Career and Whole Life Contextssupporting

confidence: 64%

Section: Cultural and Ethnicity Barriers -The Bondersmentioning

confidence: 99%

Career Trajectories of Deputy and Assistant Headteachers and Their Perceptions of Secondary Headship

Bruce-Golding

2019

Journal of Education

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“…It appears that, although some participants disapprove of special efforts to support BME staff, at the same time they feel that they have benefited from attending 'Investing in Diversity', a course designed specifically for BME staff. The evaluations of 'Investing in Diversity' (Campbell-Stephens 2009;Coleman and Campbell-Stephens 2009) leave no doubt that this is a highly-rated leadership course that is complementary to leadership courses available to all, and lead to the conclusion that such courses have an important role in the development of educational leaders for the twenty-first century.…”

Section: Discussionmentioning

confidence: 96%

Perceptions of career progress: the experience of Black and Minority Ethnic school leaders

Coleman

Campbell-Stephens

2010

School Leadership & Management

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is intended to 'roll out' to other regions in the future. There are two relevant contextual factors for the research: the growing ethnic diversity of the school and student population, which is not matched by an equivalent growth in the proportion of BME teachers and school leaders; and the current recruitment and retention crisis relating to school leaders, which has led to a greater national focus on recruiting women and BME staff to leadership roles. The stages of career progress from preparation through establishment to advancement or development and finally to acquisition and performance of the role of head teacher form the framework for discussion of the career paths of the BME staff interviewed, identifying facilitators and barriers to career progress. Drawing on the findings of Bush et al., this article identifies the perceptions and career aspirations of a group of BME leaders who had attended a leadership course. The data indicate the multiple identities of these leaders who have met structural barriers including racism, but who have exercised individual agency in their career progress. Although the participants work in London, lessons can be drawn relating to recruitment and retention issues of BME educational leaders that have implications nationally and internationally.

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“…The research design for this study incorporated qualitative research techniques that enabled the researcher to extract (McCall, 2005;Campbell-Stephens, 2009;Johnson, 2012;Santamaria and Santamaria, 2012). There are clear underlying principles that have guided the methodology in support of a Black Feminist epistemology that steers away from generalizations and is, therefore, set within the context of a historical ontology (Delgado and Stefancic, 2001).…”

Section: Data Collection and Methodological Approachmentioning

confidence: 99%

Threadbare BUT Bonded—Weaving Stories and Experiences Into a Collective Quilt of Black Women’s Leadership

Curtis

2020

Front. Educ.

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As black women leaders within the 21st century sharing our stories, reflections and contributions remain an area of high anxiety, reluctance and resistance. The fear of these contentions can elicit feelings of invisibility, voicelessness, rejection and reprisal. Black women's experiences of leadership are, at times, visualized metaphorically as a single bare thread. A thread that maneuvers and meanders aimlessly, not through choice, but by navigating their way through institutional systems. Their journeys are fueled with micro aggressions, convoluted racial barriers and systemic obstacles placed within their paths while attempting to reach and sustain their leadership positions. In her research (Curtis, 2014, 2017), has sought to connect these threadbare yet bonded experiences by weaving the participants counter-narratives into a collective quilt. A quilt designed and developed to show their stories of leadership. This methodology displays their strengths and commands visibility while displaying vibrant, passionate social justice leadership within these symbolic colorful, tired and tangled yarns. Black women's survival in leadership positions is often not one of centrality within mainstream literature. These experiences are not commonly championed or celebrated by those who hold dominance within society. However, within this research, black women's survival is one in which their resilience hangs solitary at times by a threadbare yarn. Using these threads to authenticate connectedness and weaving their journeys of leadership has utilized a bond and created an opportunity to share with other black women leaders their often isolated experiences. The research expands their expressive, creative liberation using the lens of Critical Race Theory and black feminism to explore the women's cultural identities as educational leaders.

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Investing in diversity: changing the face (and the heart) of educational leadership

Cited by 23 publications

References 1 publication

Career Trajectories of Deputy and Assistant Headteachers and Their Perceptions of Secondary Headship

Career Trajectories of Deputy and Assistant Headteachers and Their Perceptions of Secondary Headship

Perceptions of career progress: the experience of Black and Minority Ethnic school leaders

Threadbare BUT Bonded—Weaving Stories and Experiences Into a Collective Quilt of Black Women’s Leadership

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