Research on the Leadership of Black Women Principals: Implications for Black Students

Lomotey, Kofi

doi:10.3102/0013189x19858619

Cited by 43 publications

(62 citation statements)

References 43 publications

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“…However, after taking legal action, Mary Jackson finally got her rights and was able to attend the training. As a reflection of reality (McQuail, 2005), the scene experienced by Mary Jackson can show how the education space (school) which should be value-free is actually entangled in discriminatory practices (Lomotey, 2019;Mählck, 2016;Mitchell Jr. et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Representation of Black Feminism in Hidden Figures

Ikhsano¹,

Jakarudi²

2020

NJOC

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Hidden Figures is a film based on the true story of three African American women who help NASA in the space race. The three African American women are Katherine G. Johnson, Mary Jackson, and Dorothy Vaughan. With the setting of the 1960s era, these three women are fighting against a climate of segregation (separation based on race or skin color) in their work environment (NASA). This study aims to explore Patricia Hill Collins’ theory of black feminism and to integrate it with Stella Ting-Toomey’s theory of face-negotiation. This research is based on a critical paradigm and uses a qualitative approach. Using Sara Mills’s critical discourse analysis as a data analysis technique, this study found a representation of black feminism in the film Hidden Figures. The discrimination experienced by the characters is in the form of racism, sexism, and classism. However, the resistance carried out by the characters is through self definition, not in safe spaces as mentioned by Collins. The characters also do not avoid conflict, but use a negotiation approach with a compromising style to achieve a win-win solution.Keywords: Black feminism, face-negotiation, racism, sexism, classism ABSTRAKHidden Figures adalah film yang diangkat berdasarkan kisah nyata tiga perempuan Afro-Amerika yang membantu NASA dalam space race. Ketiga perempuan Afro-Amerika itu adalah Katherine G. Johnson, Mary Jackson, dan Dorothy Vaughan. Dengan setting waktu era 1960-an, ketiga perempuan ini berjuang melawan iklim segregasi (pemisahan berdasarkan pada ras atau warna kulit) di lingkungan kerja mereka (NASA). Penelitian ini bertujuan untuk mendalami teori black feminism Patricia Hill Collins dan hendak mengintegrasikannya dengan teori face-negotiation Stella Ting-Toomey. Penelitian ini didasarkan pada paradigma kritis dan menggunakan penekatan kualitatif. Menggunakan analisis wacana kritis Sara Mills sebagai teknik analisis data, penelitian ini menemukan representasi black feminism di dalam film Hidden Figures. Diskriminasi yang dialami para tokoh adalah berupa racism, sexism, dan classism. Akan tetapi, perlawanan yang dilakukan para tokoh adalah melalui self definition, tidak dilakukan dalam safe spaces sebagaimana disinggung oleh Collins. Para tokoh juga tidak menghindari konflik, namun menggunakan pendekatan negosiasi dengan gaya compromising style dalam mencapai win-win solution.Kata Kunci: Black feminism, face-negotiation, racism, sexism, classism

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Section: Discussionmentioning

confidence: 99%

Representation of Black Feminism in Hidden Figures

Ikhsano¹,

Jakarudi²

2020

NJOC

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“…Research suggests that Black (and all) children benefit greatly from attending schools with Black teachers and administrators (Foster, 2009; Maylor, 2009; Milner & Howard, 2004). There is a body of research that examines the experiences and leadership practices of Black women principals (Dillard, 1995; Loder, 2005; Lomotey, 2019; Miles Nash & Peters, 2020; Peters, 2012; Reed & Evans, 2008; Sernak, 2004). This research amplifies Black women’s approaches to leadership including: an ethic of care, social activism, and spirituality (Alston, 2005; Bass, 2012; Peters, 2012; Reed & Evans, 2008).…”

Section: The Historical Foundation Of Black Women’s Leadership In Edumentioning

confidence: 99%

“…There are four distinct tenets of BFT: (a) concrete experience as a criterion of meaning; (b) the importance of dialogue; (c) an ethic of caring; and (d) personal accountability. As Lomotey (2019) succinctly noted, “BFT facilitates a uniquely feminine, African-centered way of looking at the world” (p. 340). BFT is grounded in Black women’s experiences, many of which are tethered to their spirituality and activism.…”

Section: Epistemological Perspectives Of Black Women In School Leadermentioning

confidence: 99%

“…A great deal of the empirical research conducted about Black women school leaders has been qualitative (Lomotey, 2019), notably often utilizing a narrative methodology to capture their “voice” and empower these women as key contributors to the knowledge production process (Bloom & Erlandson, 2003; Brown, 2014). Further, Collins (1989) foregrounded this stating the long-term and widely shared resistance among African-American women can only have been sustained by an enduring and shared standpoint among Black women about the meaning of oppression and the actions that Black women can and should take to resist it (p. 746).…”

Section: Epistemological Perspectives Of Black Women In School Leadermentioning

confidence: 99%

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I’m Every Woman: Advancing the Intersectional Leadership of Black Women School Leaders as Anti-Racist Praxis

Peters

Nash

2021

Journal of School Leadership

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The rallying, clarion call to #SayHerName has prompted the United States to intentionally include the lives, voices, struggles, and contributions of Black women and countless others of her ilk who have suffered and strived in the midst of anti-Black racism. To advance a leadership framework that is rooted in the historicity of brilliance embodied in Black women’s educational leadership, and their proclivity for resisting oppression, we expand on intersectional leadership. We develop this expansion along three dimensions of research centering Black women’s leadership: the historical foundation of Black women’s leadership in schools and communities, the epistemological basis of Black women’s racialized and gendered experiences, and the ontological characterization of Black women’s expertise in resisting anti-Black racism in educational settings. We conclude with a four tenet articulation detailing how intersectional leadership: (a) is explicitly anti-racist; (b) is explicitly anti-sexist; (c) explicitly acknowledges the multiplicative influences of marginalization centering race and gender, and across planes of identity; and (d) explicitly leverages authority to serve and protect historically underserved communities.

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“…This truth is evident in the disparate educational outcomes among white children and children of Color (de Brey et al, 2019). In an effort to address the inequitable outcomes of Black children in classrooms throughout the nation, Lomotey (2019) conducted an exploratory review of research centered on Black women school leaders that spanned nearly 25 years (1993–2017). He found studies replete with qualitative and quantitative data that celebrated the contributions of caring and effective Black women who embodied aspects of Culturally Responsive School Leadership (CRSL).…”

Section: Black Women Motherwork and Culturally Responsive School Lementioning

confidence: 99%

Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork

Watson

Baxley

2021

Journal of School Leadership

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Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.

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Research on the Leadership of Black Women Principals: Implications for Black Students

Cited by 43 publications

References 43 publications

Representation of Black Feminism in Hidden Figures

Representation of Black Feminism in Hidden Figures

I’m Every Woman: Advancing the Intersectional Leadership of Black Women School Leaders as Anti-Racist Praxis

Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork

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