How Does the Racial and Gender Identity, and Lived Experience of K-12 Black Male School Leaders Inform their Leadership Identity, Practice, and Effectiveness
Intro
race neutral leadership discourse
White male school leaders as normalized standard
Forces marginalized leaders to conform to normalized ideals of leadership, enacting Inequitable policies
Purpose of this review to explore the intersectionality of Black male school leaders
systemic inequality
Theme 1: Address Sytemeic Inequities
combat stereotype of Black males
academic achievement and social/economic disparities
share lived experience leading to empathy and moral purpose in leadership
school exclusion limits Black males accessing post secondary
Humanistic motivation
Stephen Lewis Report and Trudeau acknowledge anti-black racism
Theme 2: Duality of Professional/Personal Intersection
judged by stem standards but judged by Black community
challenge systemic values that marginalize
defend and promote race, avoid stereotypes
additional scrutiny, pressure to not fail
Draw attention racism with stakeholders, social justice
Theme 3: CRSL
community engagement
establish high expectations
inclusive practices
develop staff capacity for cultural competence and critical consciousness
authentic relationships
acknowledge anti-black racism
Theme 4. Diverse Representation in Education Sector
Black students improve when taught by Black educator/principal, understanding and shared expereince
mute ABR discussion by non-Black staff
Rare to have Black male principal, stakeholders feel position was't earned (EDI hire)
schools staff to represent diversity of community for fairness, understanding and relationship building (contribute to Western norms if not the case)
Conclusion
Black masculine care
dismantle oppressive practices
combat stereotypes of Black males
improve outcomes for all students, in particular Black students,