The Role of Racial Autobiographies in Fostering Equity-Minded Research and Practices: Voices of Educational Leaders

• In Event: Racial Autobiography as a Catalyst for Antiracist Leadership Identity

Abstract

Introduction and Purpose. The study is guided by the theoretical frameworks of culturally responsive leadership (Khalifa et al., 2016) and equity-minded leadership (Radd et al.,, 2021). Khalia, Gooden, and Davis (2016) pointed out that the word responsive was selected very purposefully and stressed, “By emphasizing the word responsive, we capture an important action-based, and even urgent, aspect of the term: the ability of school leaders to create school contexts and curriculum that responds effectively to the educational, social, political, and cultural needs of students” (p. 1278). As educational leaders, it is insufficient to recognize injustice and needs without also choosing to be responsive to that need. As equity-minded leaders, an important first step that has the potential to motivate positive culturally-responsive actions is introspection and reflection of the individual’s personal journey and growth toward serving as an educational leader for social justice through reflections fostered by racial autobiographies. Milner (2023) states, “I have found through my own research that the process and product of the racial autobiography, can have lasting impacts on teachers’ practices and leaders’ leadership” (p. 132). As educational leaders who are working to dismantle racial injustice and inequitable policies and practices and work toward schools becoming places where learning is fostered for all and all students thrive, critical and ongoing reflection of the experiences that have shaped an individual’s perspectives can serve as a catalyst to actions to improve schools. Radd, Generett, Gooden and Theoharis (2021), clarify, “For you to be effective in your equity leadership, you must prepare emotionally and cognitively to continually increase your understanding of equity” (p. 37).

Methods and Data. This study illuminated ways that educational leaders’ reflection of personal experiences with issues of race and social justice influenced their focus in research and practice. The research identified experiences in nine leaders’ journeys as equity minded educational leaders committed to social justice whose positionality and racial autobiographies influenced their dissertation topic and subsequent leadership actions. In-depth interviews as well as focus group interview data and analysis of positionality statements in dissertations were used as data sources.
Results. Themes were illuminated through analysis of the data (Creswell, 2015; Denzin & Lincoln, 2008). The themes included puzzlement, hurt, and anger from racial bias that the nine participants had experienced or observed as well as appreciation for their parents’ examples that were provided and the cultural wealth of their communities. Specific actions and initiatives that they engaged in toward dismantling practices of inequity were illuminated.

Scholarly Significance. During and post-pandemic, school leaders were called upon to be responsive to multiple needs in a challenging environment of uncertainty and an environment of increased illumination of racial injustice. Making a positive difference as educational leaders to dismantle racist practices continues to be needed. Inequities continue in schools and educational leaders are needed who will respond to these needs (Goldring et al.,, 2021). This study’s results contribute to understanding of the power of reflection, research, and purposeful actions to combat inequities and racial bias.

Author

• Betty J. Alford, California State Polytechnic University - Pomona