School Leaders and Their Sensemaking About Race and Demographic Change

Abstract

Background: School leaders must make sense of the messages they receive from multiple, overlapping contexts of their school environments. Equally important, they must shape meaning of school issues and events with and for other school members. Purpose: The purpose of this study was to examine the ways in which school leaders defined and made sense of issues of race and demographic change in their schools. Data Collection: Interviews, documents, and archival data from a larger study provided information on the programs, policies, and practices that schools modified in response to their growing African American population. For the current study, the author specifically examined the words and actions of school leaders to determine how they defined and made sense of the demographic changes taking place. The author also used other information to establish the contexts around these leaders that might help explain their sensemaking. Findings: Generally, school leaders'sensemaking seemed related to the local context and organizational ideology, as well as their racial and role identities. To varying degrees, sensemaking about race influenced school leaders' willingness to challenge or change status quo social structures within their schools. Recommendation: School leaders must come to understand their own sociopolitical identities and professional contexts, how these shape their view on issues of race, and the implications of their leadership and sensemaking for all students, particularly students of color.

Equitable leadership on the ground: Converging on high-leverage practices

“…Most leaders are illprepared to enact the kind of practices identified here (see Evans, 2007Evans, , 2013Furman, 2012;Gooden & Dantley, 2012;McKenzie et al, 2008). To develop such leadership will require significant shifts in preparation programs, reshaping programs in ways that are transformative, antiracist, critical, self-reflective, focused on the sociopolitical, and rooted in practice and notions of constructionist leadership in which the work of leadership is a collective process of social construction mediated through practices and meanings (e.g., Diem & Carpenter, 2013;Evans, 2007;Furman, 2012;Gooden & Dantley, 2012;McKenzie et al, 2008;Scanlan, 2013;Shields, 2010;Wilson et al, 2013;Young & Laible, 2000).…”

Engaging Difference and Racial Equity: What School Leaders Need to Know and Do

“…School leaders' understandings of, and approaches for, dealing with issues of race and racism, impact their ability to effectively address and promote racial equity within their schools (Evans, 2007;Henze, Katz, & Norte, 2000;McMahon, 2007;Ryan, 2003;Solomon, 2003). In spite of good intentions and articulated commitments to inclusion, many misunderstandings exist, allowing racism and racial inequity to go unnoticed and/or unaddressed in schools.…”

“…Educators must acknowledge and understand difference, in order to effectively deal with racism (Evans, 2007;Henze, Katz, & Norte, 2000). Evans (2007) suggests that developing a comprehensive knowledge base is important for school leaders, because they make decisions and respond to situations related to race in ways that reflect their sensemaking of racial issues.…”

“…Evans (2007) suggests that developing a comprehensive knowledge base is important for school leaders, because they make decisions and respond to situations related to race in ways that reflect their sensemaking of racial issues. Evans (2007) further suggests that without an in-depth understanding of racial issues, educators will not have a realistic view of the challenges racialized students face, and will be unable to recognize, challenge, and change oppressive structures and practices in their schools. This is particularly important for formal organizational leaders (e.g., principals, supervisory officers, directors), and also for teachers.…”

“…Related to this, many researchers consider the connection between school leaders' knowledge of racial issues, and their ability to enact strategies and promote racial equity in schools (e.g., see Alsbury and Whitaker, 2006;Carr and Lund, 2009;Evans, 2007;McMahon, 2007;Ryan, 2003;Solomon, 2002). For the most part, this research shows that school leaders are unprepared for the challenges of achieving racial equity, and are uncomfortable naming race and racism (Aveling, 2007;McMahon, 2007;Ryan, 2012).…”