Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Doctor of Philosophy

Program

Education

Supervisor

Riveros-Barrera, Augusto

Abstract

Although developments in provincial and school-level policies have increased the number of Black leaders in Canadian K-12 schools, research on Black women leaders continues to be disproportionality underrepresented in education leadership and administration (ELA) research. Of the studies conducted on Black principals, the intersection of their race-and-gendered identity markers are not adequately addressed nor presented in most literature (Armstrong & Mitchell, 2017; Lomotey, 2019; Mponguse, 2010; Nickens & Washington, 2017), particularly in spaces where the study of principals’ professional identities is linked to achieving school reform initiatives. While the extant literature on school improvement acknowledges principals as key sources of knowledge, there remains a space in ELA literature for a deeper interrogation of Black women principals’ professional identities in a Canadian context. In response to this gap in the literature, the present qualitative study uses a narrative life history (life history) approach to examine how seven Black women principals construct their professional identities in Ontario school districts. Focusing on the historical, political, and sociocultural tensions that encompass the race-and-gendered identity of the Black woman, this study draws on the tenets of intersectionality as a conceptual framework for situating the narratives shared by participants.

Findings from semi-structured interviews reveal that Black women obtain leadership positions based on contingent situations and context-related circumstances, that is, through shoulder-tapping or employment equity initiatives—where being at the right place at the right time affords them entrance into leadership. When finally in these roles, Black women must then construct their professional identities in racially contentious environments characterized by a lack of organizational supports, absence of mentorship, and limited career advancement opportunities. All while simultaneously being held to higher standards of practice than their counterparts. This dissertation offers novel strategies for re-examining professional standards outlined in the Ontario Leadership Framework (OLF; The Institute for Education Leadership, 2013), the deployment of school board mentorship programs, and principal recruitment processes. Given that school improvement initiatives identify principals as key agents for change, this study provides significant insights and contributions for leadership theorization, school leader preparation program development, and practitioners’ understanding of principal practices in Ontario’s K-12 public schools.

Summary for Lay Audience

Although developments in provincial and school-level policies have increased the number of Black leaders in Canadian K-12 schools, research on Black women leaders continues to be disproportionality underrepresented in education leadership and administration (ELA) research.

When studies are conducted on Black principals, the intersections of their race and gender are not adequately examined, nor reflected in the educational literature (Armstrong & Mitchell, 2017; Lomotey, 2019; Mponguse, 2010; Nickens & Washington, 2017). This underrepresentation is evident in spaces where the study of principals’ professional identities is connected to achieving school reform initiatives. While literature on school improvement identifies principals as key sources of knowledge, the underrepresentation of Black women provides an opportunity for better understanding their professional identities in a Canadian context. To address this issue, this qualitative study investigates how seven Black women principals construct their professional identities in Ontario school districts. In particular, the experiences shared by participants are framed by a narrative life history (life history) approach that uses semi-structured interviews as the data source and the principles of intersectionality as the theoretical framework.

Findings from the analysis reveal that Black women obtain leadership positions via context-related circumstances such as shoulder-tapping or preferential recruitment though employment equity initiatives. When finally in these roles, Black women must then construct their professional identities in racist environments with limited organizational supports, mentorship, and career advancement opportunities. Adding to these concerns, Black women principals are held to higher standards of practice than other non-Black women principals. This study is justified in that it illuminates the theoretical and practical misconceptions of how Black women principals negotiate their race-and-gendered identities while constructing their professional identities, and argues for this recognition in leadership theorization. This dissertation is intended to help us further understand Black women principalship and offer new strategies for advancing provincial school leadership frameworks, the delivery of school board mentorship programs, and principal recruitment processes. Since school improvement initiatives identify principals as key actors for change, this study provides significant contributions for leadership theorization, resources, and practitioners’ understanding of principal practices in Ontario’s K-12 public schools.

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