Handbook on Promoting Social Justice in Education 2019
DOI: 10.1007/978-3-319-74078-2_109-1
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Minority Women in Educational Leadership

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Cited by 5 publications
(3 citation statements)
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“…The unique instructional leadership practices and strong advocacy for critical care among Black women principals are characterized by a principal's “other mothering—consistently nurturing, protecting, and encouraging students and holding herself responsible for their success” (Tillman, 2004, p. 127). This critical care is deeply rooted in Black women's lived experiences of both racism and sexism (e.g., Hernandez et al, 2014), which create a strong resistance to injustice and systemic multiple oppressions in both schools and society (Okoli et al, 2020). As noted elsewhere, this transformative caring is associated with leadership practices that purposefully seek to benefit all students.…”
Section: Discussionmentioning
confidence: 99%
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“…The unique instructional leadership practices and strong advocacy for critical care among Black women principals are characterized by a principal's “other mothering—consistently nurturing, protecting, and encouraging students and holding herself responsible for their success” (Tillman, 2004, p. 127). This critical care is deeply rooted in Black women's lived experiences of both racism and sexism (e.g., Hernandez et al, 2014), which create a strong resistance to injustice and systemic multiple oppressions in both schools and society (Okoli et al, 2020). As noted elsewhere, this transformative caring is associated with leadership practices that purposefully seek to benefit all students.…”
Section: Discussionmentioning
confidence: 99%
“…The distinctive positionality of Black women principals as “a minority group in a minority setting” (Fitzgerald, 2006, p. 205) has led to disparate experiences in their leadership practices. In particular, the literature has explored the diverse aspects of experiences of Black women principals, including their personal backgrounds (e.g., Wrushen and Sherman, 2008), career paths (e.g., Ingram, 2016), barriers and failures (e.g., Jean-Marie, 2013; Okoli et al, 2020), and challenging school contexts (e.g., Brown, 2005; McCray et al, 2007). The literature has also described the success of Black women principals in creating a positive school culture and improving all students’ achievement (e.g., Bloom and Erlandson, 2003; Tillman, 2004; Okoli et al, 2020; Peters, 2012).…”
Section: Literature Reviewmentioning
confidence: 99%
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