Beyond the Colorblind Perspective: Centering Issues of Race and Culture in Leadership Preparation Programs in Britain and the United States

Johnson, Lauri; Campbell-Stephens, Rosemary M.

doi:10.1007/978-94-007-6555-9_58

Cited by 3 publications

(3 citation statements)

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“…Given ongoing calls in the United States for greater diversity in administration (e.g., Castro, Germain, & Gooden, 2018; Gooden & Dantley, 2012) and building a social justice orientation among administrators to better meet the needs of increasingly diverse students and communities (e.g., Armstrong & McMahon, 2013; Theoharis, 2007; Young & Brooks, 2008), one might anticipate administrative preparation programs to provide opportunities for participants to explore issues of gender and racial discrimination in leadership directly. And yet, these programs remain predominately White spaces (Young & Brooks, 2008; Jean-Marie et al, 2016), favoring dominant identities (O’Malley & Capper, 2015), and often minimally addressing issues of equity or building critical consciousness (Diem & Carpenter, 2013; Johnson & Campbell-Stephens, 2014). Thus, it is perhaps no surprise that those from minoritized groups often feel unwelcome or invisible in these programs (Karanxha, Agosto, & Bellara, 2014; Rusch, 2004; Sanchez, Thornton, & Usinger, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Moreover, research suggests the programs highlighted in these studies tend to be the exception rather than the rule, with most administrator preparation programs still operating in more traditional ways. This includes relying on content from a White male perspective (Jean-Marie et al, 2016; Killingsworth et al, 2010; Marshall, 2004) with issues of race, racism, and other forms of identity and discrimination still largely ignored (Hawley & James, 2010; Johnson & Campbell-Stephens, 2014; O’Malley & Capper, 2015; Rusch & Horsford, 2008). Research shows that in most preparation programs, issues of equity, identity, and discrimination still remain infrequently or unevenly discussed and are often relegated to a single course or special seminar (Carpenter & Diem, 2013; Young & Brooks, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

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Microaggressions in Administrator Preparation Programs: How Black Female Participants Experienced Discussions of Identity, Discrimination, and Leadership

Weiner

Cyr

Burton

2019

Journal of Research on Leadership Education

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Using Sue et al.’s microaggressions framework, this qualitative study focused on the preparation experiences of 10 Black, female school leaders to examine how and in what ways identity, leadership, and discrimination were discussed in their administration preparation programs. We find participants were neither given space to explore their identities or experiences of discrimination nor did they learn strategies to address them. Instead, leadership was treated as an identity-neutral endeavor, and conversations regarding racial or gender differences were ignored or silenced. In these ways, the programs perpetrated various microaggressions excluding, negating, or nullifying participants’ experiences as Black female leaders.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Microaggressions in Administrator Preparation Programs: How Black Female Participants Experienced Discussions of Identity, Discrimination, and Leadership

Weiner

Cyr

Burton

2019

Journal of Research on Leadership Education

View full text Add to dashboard Cite

show abstract

“…administrators to better meet the needs of increasingly diverse students and communities (e.g., Armstrong & McMahon, 2013;Theoharis, 2007;Young & Brooks, 2008), one might anticipate administrative preparation programs to provide opportunities for participants to explore issues of gender and racial discrimination in leadership directly. And yet, these programs remain predominately white spaces (Young & Brooks, 2008;Jean-Marie, Normore, & Mansfield, 2016), favoring dominant identities (O'Malley & Capper, 2015), and often minimally addressing issues of equity or building critical consciousness Johnson & Campbell-Stephens, 2014). As such, those from minoritized groups often feel unwelcome or invisible in these programs (Karanxha, Agosto & Bellara, 2014;Rusch, 2004).…”

mentioning

confidence: 99%

Microaggressions in Administrator Preparation Programs: How Black Female Participants Experienced Discussions of Identity, Discrimination, and Leadership

Weiner¹

2019

Proceedings of the 2019 AERA Annual Meeting

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The prevalence of racial and gender discrimination in school administration is well documented (e.g., Alston, 2005;Jean-Marie, Normore & Mansfield, 2016; Shakeshaft, 1989), and has implications regarding who gets access to these roles and how they are treated once in them (Cognard-Black, 2004;Myung, Loeb, & Horng, 2011). For example, white male administrators receive more mentoring than either female colleagues and/or those of color (Muñoz et al., 2014), and are frequently favored for leadership positions over individuals from minoritized groups (Peters, 2010;Reed, 2012). This preference for white males occurs despite research showing "quiet" leadership (Badaracco, 2001), "tempered radicalism" (Alston, 2005), and "shared" forms of leadership are more successful in fostering continuous improvement (Heck & Hallinger, 2009; Louis, Detzke, & Wahlstrom, 2010), and women (e.g., Stempel, Rigotti, & Mohr, 2015), and black women particularly, are more likely to lead these ways (Santamaría & Jean-Marie, 2014).Indeed, school administration remains a primarily white endeavor. In 2013, only 20% of administrators were racial minoritiesup only 7 percentage points from the 1980s (NCES, 2016). Moreover, despite efforts to make administrative preparation programs more inclusive and focused on social justice (e.g., Capper, Theoharis, & Sebastian, 2006;Furman, 2012;McKenzie et al., 2008, Theoharis, 2007, women and people of color continue to be underrepresented (Davis & Darling-Hammond, 2012), and issues of equity and justice are often sidelined, discussed in unsophisticated ways, or missing altogether . Instead, administrative programs, like leadership training more generally (Ely, Ibarra, & Kolb, 2011), tend to promote a canonical approach lacking representation of diverse voices (Alston, 2012). Faculty too are often unwilling or fearful to engage in critical discourse (Rusch & Horsford, 2009) or challenge constructions of leadership and its enactment (Killingsworth et al., 2010; Sperandio, Harris, & Leberman, 2012).Research focused directly on how administrative preparation programs discuss leadership, identity, and discrimination or how these discussions impact participants' program experiences or subsequent work in the field is also somewhat limited (e.g., Osanloo, Boske, & Newcomb, 2016; Sperandio, Harris, & Leberman, 2012). A small but growing number take a feminist (e.g., Blackmore, 2013) or intersectional approach (see Agosto & Roland, 2018) to examine how those with multiple minoritized identities, black women for example, may uniquely experience these discussions. Using Sue et al. 's (2007) microaggressions framework as an analytic tool, we take up these issues directly and focus on the preparation experiences of 10 black 1 , female school leaders. We ask the following research questions:1. How, and in what ways, were identity, leadership and discrimination discussed in these women's administration preparation programs? 2. To what degree did these discussions serve to reinforce or challenge racial and/or gender discrim...

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The problems with colorblind leadership revealed: a call for race-conscious leaders

Flores

Gunzenhauser

2019

International Journal of Qualitative Studies in Education

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Beyond the Colorblind Perspective: Centering Issues of Race and Culture in Leadership Preparation Programs in Britain and the United States

Cited by 3 publications

References 35 publications

Microaggressions in Administrator Preparation Programs: How Black Female Participants Experienced Discussions of Identity, Discrimination, and Leadership

Microaggressions in Administrator Preparation Programs: How Black Female Participants Experienced Discussions of Identity, Discrimination, and Leadership

Microaggressions in Administrator Preparation Programs: How Black Female Participants Experienced Discussions of Identity, Discrimination, and Leadership

The problems with colorblind leadership revealed: a call for race-conscious leaders

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