Leading While Black and Male: A Phenomenology Study on Black Male K–12 School Building–Level Leadership

• In Event: Lessons From the Field: Examples of Bold Social Justice Leadership

Abstract

This study explores the ways in which the racial identities and lived experiences of Black male K-12 public and independent school leaders inform their professional lives and leadership. Through a qualitative phenomenological study and in-depth semi-structured interviews with 14 Black male school leaders from across the U.S., and provides a response to the question “What does it mean to be a Black male K-12 school building-level leader?’ These leaders develop a range of strategies that enable them to navigate the multi-dimensional aspects of their racial identity within a dominant White racialized education system. Additionally, their articulation of action-oriented social justice leadership is influenced by their personal lived experiences, values, and sense of community

Author

• Phillip A Smith, Teachers College, Columbia University