How The Intersectionalities Of Race And Gender Influence The Practices Of The Black Public Secondary School Administrators

747 Words Oct 28th, 2016 3 Pages
A study by Reed (2012) examined how the intersectionalities of race and gender influence the practices of three black public secondary school administrators. Reed used Bloom’s and Erlandson’s (2003) four assumptions on Black feminist epistemology—the blending of people’s history and lived experience, commonalities within lived experience, the variance within standpoints, and the non-existence of a universal identification of oppression of black women—as a theoretical framework to organize her findings. The participants revealed not only their encounters with various challenges but also how they navigated those challenges based on their gender and race positions. Reed found that the three black female participants faced the minimization of their power because of their gender and age, none had experienced being mentored by a black female principal, and her participants’ response to oppression usually involved “creative insubordination.” In adding to the literature on black women principals, Reed argues, “the actions of these principals are in line with the literature that discusses a long-standing tradition of Black women school leaders making quiet, but steady advancements on behalf of the children they serve” (p. 55). In short, further studies are deserving and needing to look at the leadership of black female school principals
The historical one-sided sponsorship of white males into school leadership roles has come at the expense of both women and people of color (Brown,…

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