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,