Leading through the challenge of change: African-American women principals on small school reform

Peters, April L.

doi:10.1080/09518398.2011.647722

Cited by 37 publications

(38 citation statements)

References 27 publications

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“…Scholars have begun examining the challenges Blacks endure in educational leadership. The literature on Black women in school leadership has become the basis for understanding how the intersection of race and gender influences the experiences of Black women in school leadership (Peters, 2012). Black women’s race and gender, Black and female, are subjugated classifications that categorize them in two devalued groups in the United States.…”

Section: Black Women and The Principalshipmentioning

confidence: 99%

“…Blacks and women throughout the history of United States were the recipients of prejudice and discrimination based on aspects of their identities. Black women in school leadership are not spared from experiences of disparity associated with their race and gender (L. C. Reed, 2012).…”

Section: Black Women and The Principalshipmentioning

confidence: 99%

“…C. Reed, 2012). Age has recently emerged as a basis of discrimination (Roane & Newcomb, 2013), as colleagues have associated young Black women’s ages with incompetence (Peters, 2012). In fact, research has indicated that Black women constantly have to prove their competence and remain forethoughtful (Pollard, 1997).…”

Section: Black Women and The Principalshipmentioning

confidence: 99%

“…Black women experience a “double whammy” of gendered and racial expectations beyond those of other principals (Bloom & Erlandson, 2003). Furthermore, Black women’s identities as both Black and female, as well as other aspects of their identity not centered in this research, intersect and influence how they lead (Jean-Marie, 2013; L. C. Reed, 2012).…”

mentioning

confidence: 96%

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Black Women: Perceptions and Enactments of Leadership

Aaron

2019

Journal of School Leadership

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This critical in-depth interview study examined four Black women principals’ perceptions, descriptions, and enactments of school leadership as it relates to their intersectional identities as being both Black and women. The tenets of Black feminist epistemology and the theory of intersectionality form the conceptual framework of this study. Research demonstrates that Black women leaders’ multiplicative identity as Black and women influences their experiences and perceptions of leadership. The principals’ perceptions of school leadership developed into several categories and two themes: student-centered leadership and perceptions of racial stereotypes and deconstructing perceptions about Black women.

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Section: Black Women and The Principalshipmentioning

confidence: 99%

Section: Black Women and The Principalshipmentioning

confidence: 99%

Section: Black Women and The Principalshipmentioning

confidence: 99%

mentioning

confidence: 96%

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Black Women: Perceptions and Enactments of Leadership

Aaron

2019

Journal of School Leadership

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“…Although this participant did not quit, some participants in others studies did quit their positions. For instance, two African American women left their positions as principals as an act of self-preservation to escape from an unsupportive environment during the reform of the small schools and to resist educational inequities they perceived were being perpetuated by their school district (Peters, 2012). These studies point to what Shields (2012) described as the starting point for transformative leadership, acknowledging that the material reality of leading is affected by inequities.…”

Section: Workplace Discriminationmentioning

confidence: 99%

Intersectionality and Educational Leadership: A Critical Review

Agosto

Roland

2018

Review of Research in Education

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In this review of research, we explore intersectionality in the literature on K-12 educational leadership. We seek to understand how researchers have used intersectionality and what their findings or arguments reveal about the work of leading to reduce inequities in education. We ask, What traditions and trends associated with intersectionality have been brought into educational leadership research to inform the development of transformative leadership? The sample includes 15 articles published in peer-reviewed journals between 2005 and 2017. We identify the themes individualism and knowledge relations, which leads us to three interrelated findings concerning conceptions of leadership and intersectionality. We find that intersectionality primarily (1) is used to support microlevel analysis rather than both micro-level and macro-level analysis of the inequities being confronted by leadership practice, (2) is used to focus on individuals' experiences as "leaders" and "leadership" capacity rather than "leading" practices, and (3) serves as an emergent knowledge project in its support of agendas related to transformative educational leadership. We discuss how the use of intersectionality, conceptions of leadership, and leadership and research practices coincide, pointing to the implications for the continued use of intersectionality in educational leadership, and provide recommendations to support the use of intersectionality in future research. I n educational leadership research, various approaches to scholarship are being advanced to help expose and explain the complexity of social injustice and transform education accordingly (

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Empowerment Spaces of Female School Principals in South African Township Schools

Ogina

2020

The Education Systems of Africa

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Leading through the challenge of change: African-American women principals on small school reform

Cited by 37 publications

References 27 publications

Black Women: Perceptions and Enactments of Leadership

Black Women: Perceptions and Enactments of Leadership

Intersectionality and Educational Leadership: A Critical Review

Empowerment Spaces of Female School Principals in South African Township Schools

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