Minority Women in Educational Leadership

Okoli, Grace; Moore, Tamera; Thomas, Sabrina Lynette; Allen, Tracey

doi:10.1007/978-3-319-74078-2_109-1

Cited by 5 publications

(3 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…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%

“…Such studies have investigated the distinctive experiences, challenges, leadership practices, and successes of Black women principals, mainly using qualitative inquiries (e.g., Allen et al, 1995; Bloom and Erlandson, 2003; Dillard, 1995; Peters, 2012; Reed, 2012; Tillman, 2004; Wilson, 2016; Witherspoon and Taylor, 2010). However, more broadly applicable, quantitative research on Black women principals is still lacking (Lomotey, 2019; Okoli et al, 2020). Commenting on the reasons for the dearth of publications on Black women principals, Bloom and Erlandson (2003) claimed that “suspect conclusions [from a minority insider's perspective] are summarily ignored or dismissed, seldom becoming a part of administrative leadership theory” (p. 344).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Black Women Principals in American Secondary Schools: Quantitative Evidence of the Link Between Their Leadership and Student Achievement

Jang

Alexander

2022

Educational Administration Quarterly

View full text Add to dashboard Cite

Purpose: This study aims to provide quantitative knowledge concerning the leadership of Black women principals in American secondary schools. We examined (1) the demographic composition of the schools in which Black women principals serve, (2) these principals’ instructional leadership behaviors, (3) the collective responsibility among teachers in those schools, and (4) the association between their interacting identities and the math achievement scores of the 9th graders at the schools they led. Research Design and Methods: We used a critical quantitative intersectionality framework along with the base-year data from the High School Longitudinal Studies 2009 provided by the National Center for Education Statistics. Multiple regression analysis and linear mixed-effect modeling were used to examine how the convergence of principals’ race or ethnicity and gender is associated with the variables of interest. Findings: The results showed that on average, Black principals served schools with relatively higher percentages of students who were eligible for free or reduced-cost lunch and relatively higher percentages of students of color. We found that Black women principals were associated with a higher level of teachers’ collective responsibility as perceived by teachers and higher math achievement scores among students. There was a positive association between the principals’ instructional leadership behaviors perceived by teachers and female principals. Implications for Research and Practice: The importance of understanding the multiplicative influences of race or ethnicity and gender in research and principal preparation programs are discussed. We suggest that policymakers prepare intersectionality-informed policy interventions that specifically support leadership by Black women principals.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Black Women Principals in American Secondary Schools: Quantitative Evidence of the Link Between Their Leadership and Student Achievement

Jang

Alexander

2022

Educational Administration Quarterly

View full text Add to dashboard Cite

show abstract

Leading and Learning in Inhospitable Terrain

Sabeena,

Jain

2024

Advances in Educational Marketing, Administration, and Leadership

View full text Add to dashboard Cite

This chapter explores the obstacles that minority women in K–12 education leadership must overcome, emphasizing the critical importance of acknowledging barriers and prejudices. Notwithstanding its underrepresentation, their leadership demonstrates a steadfast dedication to diversity and offers distinctive viewpoints. Mentorship programs, educational institutions, and policymakers all play a crucial role in promoting diversity via inclusive practices and supportive policies. The recommendations include fostering an environment of inclusiveness, providing training on diversity, implementing precise career trajectories, and acknowledging and commemorating the accomplishments of a wide range of individuals. Collaborative endeavours and inclusive approaches aim to establish educational leadership that is fair, diverse, and student-focused. Addressing inequalities is critical to establishing inclusive and resilient educational environments where mental health should be regarded as a fundamental right, highlighting the convergence of mental health and human rights.

show abstract

Managing Stress, Traumatic Experiences, Life Skill Training, and Leading With a Purpose

Thomas,

Karalam

2024

Advances in Educational Marketing, Administration, and Leadership

View full text Add to dashboard Cite

This chapter examines the obstacles encountered by minority women pursuing leadership positions in K–12 education, focusing on the interconnectedness of gender and ethnicity. This work explores the intricate terrain of stress and trauma, examining particular obstacles such as marginalization and microaggressions, thereby emphasizing the necessity for specialized assistance. The chapter delivers valuable insights regarding stress management and purposeful leadership, including Mindfulness, life skill training, tension reduction, professional assistance, mentorship, and peer support. The text highlights the significance of effective stress management in cultivating a supportive educational environment. The text culminates in an appeal for empowerment, emphasizing the capacity of obstacles to be catalysts for change in the direction of inclusivity and diversity for minority women leaders who strive to shape a diverse and progressive future.

show abstract

Minority Women in Educational Leadership

Cited by 5 publications

References 13 publications

Black Women Principals in American Secondary Schools: Quantitative Evidence of the Link Between Their Leadership and Student Achievement

Black Women Principals in American Secondary Schools: Quantitative Evidence of the Link Between Their Leadership and Student Achievement

Leading and Learning in Inhospitable Terrain

Managing Stress, Traumatic Experiences, Life Skill Training, and Leading With a Purpose

Contact Info

Product

Resources

About