Supporting Black Male School Leaders With a Culture of Compassion

• In Event: Understanding and Supporting the Well-Being of Underrepresented Educators: Perspectives Across Identity Locations

Abstract

Objectives or purposes
There is an urgent need for targeted, Black male-centered professional learning and support. The intersection of race, gender, identity, and class for Black males manifests into both opportunities and challenges that are transferred into the field of education creating opportunities for school leaders to identify effective pedagogical strategies for them (Carey, 2019). School and district leaders have an important role in the development and support of more diverse, inclusive, caring, and humane schools and districts. Interviews and focus groups with principals, assistant principals, and educators will be used to identify successful strategies for supporting the effectiveness of Black male leaders. I am particularly interested in spotlighting the leaders’ understanding of their raced and gendered experiences as leaders.

Perspective(s) or theoretical framework
In this study, I utilize Grounded Theory and Qualitative Study Methods centering on the perspectives of Black male school leaders.
Methods, techniques, or modes of inquiry: Professional learning sessions/ focus group/interviews
Thirty-three Black male school and district administrators (principals, vice principals, program managers, etc.) were recruited to participate in targeted professional learning in a leaders network in the 2021-2022 academic year. Of the thirty-three, approximately sixteen participated in the space with regularity. The Black males participated in virtual professional learning spaces, in-person summits, focus groups, and individual interviews to discuss the best practices for enriching their leading experiences.
Data sources, evidence, objects, or materials
All sixteen were recruited for individual interviews online. Data sources also include a focus group with 6 Black male educators. All interviews were conducted on Zoom and will be driven by questions that invite participants to detail their experience in leadership and how their schools and districts can better support them. The focus group occurred in person. I used a phenomenological qualitative approach to analyze the responses and identify the utility of the meeting space and network, voiced by the leaders.

Results and Significance
Findings from the survey and interview data revealed three emergent themes. The themes suggest that the professional learning support for Black males was an additional space that provided leaders with consistent (1) Knowledge exchange, (2) Community, and (3) Opportunity for growth. Our findings presented critical reflections of the administrators’ raced and gendered leading experience. Many of the participants expressed they were one of very few Black male leaders in their respective schools and districts and the professional learning space served as a safe, counter space.

The work to enhance the educational experiences for students of color can be a complicated and complex undertaking and findings show that it is critically important to engage Black males doing the work with fellow leaders who share similar cultural experiences. The equity-minded and intentional approach to supporting Black male leaders must not be designed to increase Black site and system leaders merely for numbers’ sake. Instead, we argue that targeted professional learning support that is designed to address the specific challenges of leaders could create the foundation for profound conversations and ultimately move schools and districts to equitable solutions.

Author

• Tr’Vel Lyons, University of Southern California
  Presenting Author