Race and educational leadership: The influence of research methods and critical theorising in understanding representation, roles and ethnic disparities

Maylor, Uvanney; Roberts, Lorna; Linton, Kenisha; Arday, Jason

doi:10.1177/17411432211022770

Cited by 9 publications

(6 citation statements)

References 33 publications

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“…They report that, regardless of their gender, the department chairs with more administrative power are more likely to commit to gender diversity in STEM. These findings about increasing the representation of women faculty in STEM confirm other research findings (Howard & Gagliardi, 2018;Maylor et al, 2021) about the power middle management plays in producing these outcomes.…”

Section: Challenges Faced By Black Administrators In Higher Educationsupporting

confidence: 87%

Factors contributing to Black engineering and computing faculty’s pathways toward university administration and leadership.

McGee¹,

Jett²,

White³

2022

Journal of Diversity in Higher Education

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Black engineering and computing faculty face a host of racialized professional barriers, yet some do assume positions in university administration. Black engineering and computing faculty who transition into administrators are dual science, technology, engineering, and mathematics trailblazers, in their disciplines and in university leadership positions. Informed by social capital theory, their pathways from engineering and computing faculty to administrators reveal their ambition to: (a) increase Black representation by assuming administrative roles; (b) effect change, particularly in terms of diversity and equity; and (c) dynamically support students, faculty and staff members, and other administrators. Black faculty who transition to administrative positions contribute to the university's overall mission and vision of diversifying the leadership team, but it signals a loss of a Black faculty member whose primary duty is to teach and train future Black computing and engineering students and postdocs. This study expands the use of social capital theory into the domain of higher education administration by examining Black engineering and computing administrators at Historically White Institutions and Historically Black Colleges/Universities who drew from racially affirming social capital to secure upward mobility. We found that robust social networks and participation in leadership training programs were key features of the path from engineering and computing faculty to administration. Recommendations for practice and future research are shared to contribute to Black engineering and computing faculty's pathways toward university administration and leadership.

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Section: Challenges Faced By Black Administrators In Higher Educationsupporting

confidence: 87%

Factors contributing to Black engineering and computing faculty’s pathways toward university administration and leadership.

McGee¹,

Jett²,

White³

2022

Journal of Diversity in Higher Education

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“…This feeling of racial divide can contribute to and exacerbate a sense of exclusion of non-White students/practitioners from social work teams, organisations, networks and, for some, the profession as a whole. The lack of non-White social workers in leadership roles in the UK highlights the impact of the wider systemic oppression that is reflected in the social work profession (Maylor et al, 2021;Ishaq and Hussain, 2022). It moves away from just individuals or the institutional examples of oppression that were previously highlighted, and presents the issue on more of a macro-level.…”

Section: Discussionmentioning

confidence: 99%

“…It moves away from just individuals or the institutional examples of oppression that were previously highlighted, and presents the issue on more of a macro-level. Previous studies aiming to try and understand why non-White professionals do not advance in their social work careers showed that discriminatory practice, lack of role models and 'organisational' barriers were some of the causes (Brockmann et al, 2001;Maylor et al, 2021). However, despite this being highlighted in social work research, little has been done in terms of strategy and initiatives to overcome this.…”

Section: Discussionmentioning

confidence: 99%

Recentring anti-racist practice in social work education and training in England: a qualitative study

Pentaris

Raja

Hanna

et al. 2022

Critical and Radical Social Work

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Data from nine focus-group discussions is presented here, contained within a larger study. The focus groups involved social work students, academics, practice educators and newly qualified social workers, and explored challenges and opportunities as these emerged from the upsurge of the Black Lives Matter movement and relevant activism following the end of May 2020. The majority of participants do not feel that they have been prepared well for anti-racist practice; more than one third of the respondents has felt discriminated against in their practice; and most claimed that their placement or practice adheres to culturally sensitive practice. This article concludes that a sustained agenda in social work education and training is needed that will address anti-racist practice by name, as well as promote a greater degree of self-awareness and self-understanding of professionals.

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“…The narrative methodology often involves social constructivism, where the researcher and participant make meaning as co-constructors about the participant's experiences (Hickson, 2016). Within narrative research and storytelling is also the counter-story, which allows stories from marginalized groups to be shared, offering a differing perspective (Maylor et al, 2021).…”

Section: Narrative Researchmentioning

confidence: 99%

Higher Education Leaders as Entre-Employees: A Narrative Study

Richardson

2023

AM J QUALITATIVE RES

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<i>During 2020, the world experienced a pandemic that led to sickness, death, and a global shutdown. Businesses closed, governments worked to keep people paid during the shutdown, children learned from their homes, and adults worked from home (for those who could).  Other adults lost their jobs due to downsizing during the pandemic, while others quit their jobs, starting the great resignation (Cook 2021). Among those affected were African American women who launched their own companies, even those with leadership roles in higher education. Whether they did so as a side business or as a second full-time career, the pandemic provided them an opportunity to take a risk. While starting a business is a cause for a celebration, the reasons behind women leaders in higher education starting their own companies is more complex. The purpose of this study, using narrative inquiry and semi-structured questions was to understand why African American women leaders, working in higher education, chose to launch their businesses during the COVID pandemic. Analyzing the participants’ life stories, the researcher discovered that familial history of entrepreneurship, inequities in the workplace, and valuing authentic leadership led African American higher education leaders to create businesses for themselves while also remaining in their higher educational roles, which they enjoyed.</i>

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Race and educational leadership: The influence of research methods and critical theorising in understanding representation, roles and ethnic disparities

Cited by 9 publications

References 33 publications

Factors contributing to Black engineering and computing faculty’s pathways toward university administration and leadership.

Factors contributing to Black engineering and computing faculty’s pathways toward university administration and leadership.

Recentring anti-racist practice in social work education and training in England: a qualitative study

Higher Education Leaders as Entre-Employees: A Narrative Study

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