Sociocultural and Critical Race Perspectives on Arab American Women’s Leadership in U.S. K-12 Public Schools

• In Event: AERA Roundtable Session Friday 9:45 am
  In Roundtable Session: Critical Perspectives in Educational Leadership

Abstract

Despite advancements for women in education, Arab American women remain underrepresented in K-12 leadership roles in the United States. This qualitative study, guided by sociocultural and critical race theories, explored the barriers and supports shaping the leadership journeys of eight Arab American women in formal leadership roles across New Jersey, New York, and Michigan. Based on semi-structured interviews, thematic analysis identified key challenges, including cultural expectations, religious visibility, and systemic bias. Participants also demonstrated resilience, self-efficacy, and a commitment to equity. Support from family, mentorship, and leadership training emerged as critical enablers. Findings highlight the support needed for culturally responsive leadership development, professional development, and support systems to foster inclusive leadership opportunities for Arab American women in K-12 education.

Authors

• Suha Hammoudeh, Paterson Public Schools

• Heejung An, William Paterson University