School Leaders Caught in a Discriminatory Web: Leveraging Greater Equity

• In Event: Educational Leadership: Research as Praxis for the Public Good

Abstract

Objectives:

The imperative to reduce gender and racial discrimination throughout education is an internationally recognized goal, embedded as target 3a of the United Nations Millennium goals. The leaders of schools have a particular role to play in translating international and national policy into practice which may achieve the goal. However, research confirms repeatedly that educational leaders who are minority in terms of gender or race themselves continue to experience discrimination which potentially diminishes their capacity to lead effectively and to counter inequity amongst their learners and communities.

This paper aims to explore why, given extensive research on the nature of the disadvantage experienced by women and minority ethnic leaders, insufficient progress appears to have been made in policy and practice to reduce the detriment suffered and how greater leverage for change could be achieved.

Perspective(s) or theoretical framework

The paper adopts a critical theory perspective and applies an intersectionality framework to the data. It explores how multiple factors, including school size, location, socio-economic status and the legislative context may interact with gender and ethnicity in ways which diminish or exacerbate the negative impact of discrimination on school leaders.

Methods, techniques, or modes of inquiry

The paper draws on data from two projects related to South Africa and the United Kingdom. The first study constructed comparative cases using data from school leaders in an elementary school in South Africa and in the UK. A second study surveyed by questionnaire all women principals in schools in the North West and Guateng provinces of South Africa and interviewed 54 women principals. The paper categorizes the nature and effects of discriminatory attitudes. It explores the theoretical and practice tools which may have utility to diminish inequity.

Data sources, evidence, objects, materials or the equivalent for theoretical or methodological papers/presentations

The data comprises case study interview data with eight female and seven male leaders in an elementary school in South Africa and in England and fifty four interviews and 138 questionnaire returns from female principals of schools throughout the age range in two provinces of South Africa.

Results and/or substantiated conclusions or warrants for arguments/point of view

The article argues that the various means adopted by minority leaders to overcome the disadvantage of the response to their race or gender may in themselves further embed structural disadvantage. The paper considers what leverage research suggests might fracture policy or practice, so that leaders are enabled to break the cycle of deep rooted inequity to empower themselves and their learners.

Author

• Jacky Lumby, University of Southampton