Equity Leadership Among Black School Leaders in Ontario

• In Event: Interrogating Research in Educational Leadership: Co-Constructing Methodologies for Equity

Abstract

It is estimated that Black school principals comprise a mere 2% of the total number of k-12 school principals in Ontario (ONABSE, 2015). This paper will present the findings of a descriptive qualitative study of eight (8) Black Vice Principals and Principals in GTA (Greater Toronto Area) public schools. The purpose of this study was to explore how each of the participants have become equity leaders in their schools. We will argue that the Black school leaders in our study engage in equity leadership as a means of resisting and challenging systemic oppression and racism. Our study was grounded in intersecting frameworks of critical race theory (Crenshaw, 2011) and anti-Black racism (Dei, 2008). Our study was guided by the following questions: What challenges do Black school leaders in predominantly White school districts face? How do Black school leaders in predominantly White school districts advance social justice aims? The study was grounded in intersecting frameworks of critical race theory and post-colonial identity theories. These theories helped us to interpret the narrative interviews and to frame our research questions. Critical race theorists adopt a position known as ‘racial realism’ which holds that racism is a means by which societies allocate privilege and status (Delgado and Stefancic, 2017). Racial hierarchies exist as fixed entities that determine access to power and prestige. Critical Race Theory in education is another useful tool to examine experiences of Black students. Critical Race theory takes seriously the narratives of the Black experience which will be a key component of my research methodology. Our qualitative study was guided by a set of interpretive tools that will make visible the experiences of voices which are often marginalized (Denzin and Lincoln, 2018). We adopted a critical theoretical approach that will examine the intersections of race, gender, class, and sexuality in the lived experiences of the school principals. According to Denzin and Lincoln (2018) critical theorists locate the foundations of knowledge and truth by examining current and historical experiences of oppression. Participants were recruited through the membership listserv of Black educator associations. Through snowball sampling, principals were able to provide the names of additional participants. A sample of twelve (12) school Principals were chosen in order to identify an even range of experience. Participants were required to have a minimum of two years’ experience as a principal. Given the fact that the majority of school educators are women, our sampling method yielded eight women and four men. We chose in-depth semi-structured interviews as an appropriate method to learn about their experiences. Through interviews, one can attempt to understand the world from the point of view of the subjects (Kvale and Brinkman, 2009). Three main themes emerged from analysis of the narrative data. The three themes were: dealing with everyday racism/racial microaggressions, lack of mentorship, and equity leadership. Each of the participants spoke about the overarching socio-political context of anti-Black racism. It was believed that this context led them to experience racism and racial and gender microaggressions in their schools and broader communities.

Authors

• Andrew B. Campbell, University of Toronto
  Presenting Author

• Alana C. Butler, Queen's University - Kingston
  Presenting Author