“Sometimes Things Get Worse Before They Get Better”: A Counter-Narrative of White Suburban School Leadership for Racial Equity

Irby, Decoteau J.; Drame, Elizabeth R.; Clough, Cynthia; Croom, Marcus

doi:10.1080/15700763.2019.1611869

Cited by 23 publications

(45 citation statements)

References 30 publications

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“…, 2006). Finely granulated analyses of how leadership in a particular context plays out in specific situations allow, for example, both scholars and practitioners to understand how efforts to examine racial inequity can veer off track (Irby et al. , 2019).…”

Section: Overview Of the Studymentioning

confidence: 99%

“…As Spillane and his colleagues argue, to understand the enactment of leadership for school improvement requires looking beyond generalizations to an understanding of what that means in a specific situation as well as a specific school (Spillane et al, 2006). Finely granulated analyses of how leadership in a particular context plays out in specific situations allow, for example, both scholars and practitioners to understand how efforts to examine racial inequity can veer off track (Irby et al, 2019). Similarly, examining the details of how a single leader negotiates the contextual variables to create a caring learning environment provides insights into the complexity of leadership work (Cherkowski, 2016).…”

Section: Sensitizing Research Frameworkmentioning

confidence: 99%

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Caring school leadership, school context and organizational learning: implications for developing professional capital

Ryu

Walls

Louis

2022

JPCC

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PurposeThe purpose of this study is to examine how context shapes leaders' caring approach in ways that influence organizational learning and the cultivation of professional capital.Design/methodology/approachThis exploratory study draws on case study data from two schools. Within each school, the authors draw primarily on semi-structured interviews with teachers and leaders.FindingsThe authors found that school context and the accompanying leader beliefs shaped the structures and practices where organizational learning occurred, and thereby influence the diffusion of organizational learning in the school and the flexibility by which organizational lessons can be applied.Research limitations/implicationsThis research demonstrates that the context and place in which schools are situated influence how problems are apprehended and addressed. Leaders' relational approach, bounded by this context, influences how members of the school develop professional capacity. Larger scale studies would help clarify the nature of these effects.Originality/valueAlthough context has been shown to influence leadership, no study has examined the links between context, leaders' relational approach and organizational learning.

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Section: Overview Of the Studymentioning

confidence: 99%

Section: Sensitizing Research Frameworkmentioning

confidence: 99%

Caring school leadership, school context and organizational learning: implications for developing professional capital

Ryu

Walls

Louis

2022

JPCC

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“…These plans must also acknowledge the professional or personal work that white individuals engage in to improve racial equity within the higher education setting, beyond urging racially white individuals to admit their racial privilege and bias. They already know this, and consequently, it becomes an open ceremonial confession (Irby et al, 2019).…”

Section: Action Steps To Promote Leadership Among Black and Brown Racmentioning

confidence: 99%

“…For example, CRT adds to this analysis by illuminating the use of whiteness as a standard in policy, which measures the progress and success of back and brown raced individuals and exposes the inherent racism in diversity policies (Gasman et al,205). While CW extends CRT in education studies through owning the brutality that whiteness sanctions on black and brown raced persons and documenting its devastating effects on white people, their souls, and hence (in)capacities to act and be connected with black and brown raced individuals in ways that promote humanity (Irby et al, 2019).…”

Section: Action Steps To Promote Leadership Among Black and Brown Racmentioning

confidence: 99%

Racial and ethnic diversity in higher education: White privileged resistance and implications for leadership

Sawyer

Waite

2021

EPAA

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Extrapolating history is crucial to mitigating the current underpinnings of racial and ethnic inequities in higher education; however, to establish sustainable change, one must consider its fundamental origin. The inception of 15th-century white settler colonialism is at the epicenter of modern-day racial discrimination and the normalcy of oppressive practices in the United States' education system (US) of America. To understand white settler colonialism and its denigrating manifestations is to understand the dynamics between those in power and those who are subjugated. America's white settler colonialism's horrific ideology is insidiously depicted through torture, persecution, brutality, plunder, and pillage (Traore, 2004). This ideology is the foundation that breeds our society's racial and ethnic hierarchy, including in higher education. Racial discrimination in higher education creates a partisan, culturally divided learning environment, frequently normalized in academic leadership. The purpose of this paper is three-fold: (a) to examine normalized whiteness in higher education, (b) to examine how mere talk about diversity and inclusion inhibits disruption in power to transforming modern-day consciousness of inequities, discrimination, and racism, and (c) discuss action steps to promote leadership among black and brown raced individuals in higher education.

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“…School leadership is a complex, multifaceted task that requires a cadre of leaders, structures and routines to maintain a school's focus on improvement and learning (Spillane et al, 2011). School leadership becomes more complex when leaders are working toward transformative goals grounded in equity (DeMatthews, 2015;Irby et al, 2019;Theoharis, 2010). These realizations demonstrate the importance of principals sharing leadership responsibilities and tasks across the organizational structure of their school (Salisbury, 2020a;Ishimaru and Galloway, 2014).…”

Section: Introductionmentioning

confidence: 99%

Relinquishing power: creating space for youth of color leaders

Salisbury¹

2021

JEA

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PurposeThe purpose of this manuscript is to demonstrate how school and district leaders supported the youth of color leadership initiatives at the district and school levels in ways to advance youth agencies and transformative change. The specific research question guiding this study was What actions do formalized leaders engage in to share leadership opportunities with the youth of color that protect student agencies and control?Design/methodology/approachA multi-site qualitative case study design was used, drawing on the understanding of shared leadership and student voice as analytical lenses.FindingsLeaders across both sites supported the youth of color leadership in three ways: (1) being open to new and different sources of knowledge related to persistent issues of inequity in their schools; (2) initiating spaces for the youth of color to engage in leadership and (3) buffering student leaders from outside pressures.Research limitations/implicationsThis research demonstrates the ways leaders with positional power can support youth of color leadership while not removing youth agencies and independence.Originality/valueThis manuscript contributes to existing scholarship by demonstrating how the understanding of shared leadership and student voice scholarship combines to deepen understanding of supporting youth of color leadership.

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“Sometimes Things Get Worse Before They Get Better”: A Counter-Narrative of White Suburban School Leadership for Racial Equity

Cited by 23 publications

References 30 publications

Caring school leadership, school context and organizational learning: implications for developing professional capital

Caring school leadership, school context and organizational learning: implications for developing professional capital

Racial and ethnic diversity in higher education: White privileged resistance and implications for leadership

Relinquishing power: creating space for youth of color leaders

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