Navigating the Continuum: The Experiences of Black Women in International Education Leadership

• In Event: Navigating the Margins: Race, Power, Gender, and Transformation in International Education

Abstract

Purpose: This chapter aims to increase the understanding of the leadership experience for Black women in international education. By examining their journey from childhood educational experiences to professional leadership roles, it explores the systemic challenges and unique barriers Black women face, compounded by their intersecting identities of race and gender. The chapter seeks to address the question: What does leadership for Black women within predominantly white, often colonial and imperial institutions, look and feel like?
Perspectives: In international education, "White" spaces reinforce white supremacy and colonial legacies, limiting opportunities for Black women (Diamond & Lewis, 2022). Conversely, Black or diverse spaces resist colonial ideologies, fostering solidarity and empowerment for Black individuals (Ross, 2020; Warren & Coles, 2020). These spaces allow Black women to assert leadership, heal, and combat systemic inequities. The concept of misogynoir, which addresses the unique discrimination faced by Black women due to race and gender, is essential to understanding their experiences (Bailey, 2010). The "pet to threat" phenomenon, where Black women are initially tokenized and later seen as threats when asserting authority, further complicates their careers (Purdie-Vaughns & Eibach, 2008). Kecia Thomas (2020) stresses the need to recognize and address challenges Black women face in predominantly white institutions. Bell Hooks (1990) highlights the importance of creating empowering spaces that resist systemic oppression. This chapter examines both physical and ideological Black spaces in international education leadership.
Methods: Data were collected through in-depth interviews and document analysis, focusing on the lived experiences of Black women in leadership roles within international education. Participants shared narratives that highlighted their challenges and strategies. This method comprehensively analyzed how policies, practices, and interactions shaped their leadership experiences.
Findings: The presence of Black women in leadership positions does not automatically create inclusive or supportive environments. "Whiteness," masked as policy and institutional norms, often undermines their authority and perpetuates colonial and imperialist actions, even within diverse settings. Despite these challenges, Black women exhibit resilience and agency, creating Black spaces through cultural rituals, supportive networks, and strategic advocacy. While providing temporary refuge and a sense of belonging, these efforts often fall short of addressing the broader systemic issues. There were missed opportunities to create sustained spaces for healing, resistance, and professional growth, highlighting the urgent need for more intentional and strategic efforts to support Black women in leadership.
Significance: The findings highlight the systemic constraints Black women face in international education leadership and the urgent need for institutional change. This chapter enriches the discourse on diversity, equity, and inclusion in educational leadership by showcasing their resilience and strategies. It calls for a deeper understanding of Black women's complex realities and advocates for inclusive policies. This research provides valuable insights for scholars, practitioners, and policymakers striving to create more supportive and equitable environments for Black women in leadership.

Author

• Manouchka Pierre, George Washington Academy