Stories of Resilience from Women of Color Superintendents

• In Event: Cultivating Resilience During Challenging Times: Stories of Underrepresented and Marginalized Leaders

Abstract

Inspired by the author’s dissertation research using a comparative case study research design which involves the analysis and synthesis of the similarities, differences, and patterns across two or more cases that share a common focus or goal (Creswell & Poth, 2018), the author highlights the lived experiences of the women of color who have broken through the glass ceiling and are currently serving as school superintendent. This paper highlights the study’s purposive sampling strategy, which centers California school districts led by women of color as superintendents.
Purpose: Through the stories shared by the superintendents, the author aims to answer the following research questions: (1) What are the career paths women of color take on their journey to superintendency? (2) How is a woman’s specific ethnic background reflected in challenges and opportunities for superintendency? (3) What skills, strategies, and support have contributed to the success of women of color in superintendency?

Theoretical Background: This work is grounded in two conceptual frameworks; intersectionality (Crenshaw, 1991; Collins, 2002) and gatekeeping theory (Lewin, 1947; Tallerico, 2000). Rooted in these frameworks, this study aims to examine both barriers/risks and resilience factors relevant to the ascension and retention of women of color as superintendents.

Method: This comparative case study design is aimed at studying the real-life, contemporary context of the experiences of multiple women of color in the superintendency, within a bounded system (Creswell & Poth, 2018). Female superintendents interviewed represent three social categories: African American, Hispanic/Latina, and Asian American and Pacific Islander (AAPI).

Results: All six superintendent participants spoke to the complex and nuanced challenges of the superintendency and also spoke to the skills, strategies, and support systems they engaged in to remain resilient. In particular, they spoke of their ability to learn from and work through complex issues within a complex governance structure with board members in their districts. Their ability to adapt and move with agility based upon the demands of them as leaders is evidence of their ability to “developmentally mature when confronted by chronic or crisis adversity” (Reed & Blaine, 2015, p.460).

Theme 1. Resilience Leadership Skills and Values Necessary to Buffer Against Adversity: In reflecting on their ascension to the position of superintendent, each participant cited the leadership actions necessary to support them to be successful. Voices of the superintendents fall into four sub themes which are “leadership skills of effective communication, quick decision-making, knowing when to seek assistance, and the value of centering students in all leadership decisions”.
Theme 2. The Support Systems Necessary to Thrive as a Leader: Leaders emphasized the impact of support systems provided by their mentors and sponsors on their pathway to superintendency. They also noted networks formed and maintained by the superintendents.

Scientific or scholarly significance of the study or work: By lifting these women of color superintendents' stories of strength, courage, and resilience, research and practice will benefit greatly because of the implications on the practices of school boards, search firms, and system leaders, as well as the policies that drive these practices.

Author

• Tu Carroz, University of California - Berkeley