Navigating Trends: A Gen X Perspective on Leadership, DEI and Wellbeing

• In Event: Leading From the Third Space: Pathways to Authentic DEI College of Education Leadership

Abstract

Abstract
The leadership pathway presents distinctive challenges and opportunities, particularly for Black women navigating race, class, and gender biases. Drawing from Black Feminist Theory and Intersectionality, this essay explores these experiences, offering a narrative that illuminates both struggles and triumphs. Its aim is to provide insights into how strategic DEI initiatives can effectively bolster and empower Black women in leadership roles.
Literature and Theory
Black women in educational leadership frequently encounter microaggressions, stereotypes, and exclusion, which impede their professional advancement and affect their well-being (Nzinga, 2020; Latunde, 2021). Whether facing discrimination because of race or because of gender, these personas are inextricably linked, yielding a complex series of barriers for Black women seeking tenure and leadership in higher education. Nash (2019) argues that intersectionality allows for a nuanced understanding of the simultaneous impacts of race, gender, and other social categories, which is critical in educational settings. Additionally, Taylor (2017) expands on this by discussing how intersectionality can inform policy and practice, advocating for more inclusive and equitable educational environments.
Black Feminist Theory posits that the experiences of Black women are profoundly influenced by the intersections of race, gender, and other social categories (Collins, 2009; hooks 2014). Collins' "matrix of domination" elucidates how power dynamics operate across various dimensions, while hooks' emphasis on amplifying marginal voices lays the groundwork for exploring leadership through personal narrative (Collins, 2019). Taylor's (2017) work further supports this by highlighting the need for intersectional approaches in policy and practice to create inclusive educational environments.
Methodology
This essay employs a narrative methodology to explore themes of leadership, diversity, equity, and inclusion (DEI), and wellbeing through personal experiences and reflective practice. Drawing on narrative inquiry (Creswell & Poth, 2018), the study examines Black women leaders’ nuanced experiences and marginalization in traditional research paradigms. Data from reflective journals and participant narratives undergo systematic analysis, involving initial coding, axial coding to refine themes, selective coding to identify central themes, and theoretical coding within a broader conceptual framework. This approach aims to reveal contextual insights that deepen understanding of leadership challenges and opportunities in DEI contexts.
Early Career & Leadership Narrative
My entry into education was filled with enthusiasm, but early experiences revealed the pervasive nature of racial, class and gender biases. A supportive network and transformative leadership were crucial. As I advanced in my career, I became more involved in leadership and DEI advocacy, addressing inequities and championing inclusivity. Support from transformative leaders who understand intersectionality and Black feminist approaches are needed to support Black women in the pipeline to tenure and academic leadership. Therefore, institutions truly interested in DEI will modify their structures to create supportive policies and the corresponding culture for minoritized women.
Conclusion
This essay underscores the significance of intersectional approaches to DEI in educational leadership. By sharing my narrative, I aspire to enrich the discourse on fostering equitable and inclusive environments that empower Black women. The insights garnered possess broader implications for educational policy and leadership practice.

Author

• Yvette Latunde, University of La Verne