“The Room Where It Happens”: a narrative research study exploring the cause, cultivation, and coaching of Black women for independent school headship
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Abstract
Black women continue to be underrepresented in independent school headship positions nationwide. This narrative research study aims to explore the lived experiences of two Black women who have successfully navigated independent school headship. The purpose of this study is to provide a platform to amplify Black success in this niche educational setting and expand realms of possibility for future leaders in concrete, attainable ways.
The study unfolds in three separate articles. Article I is a review of relevant scholarly literature, positioned to support the gathered stories. Article II is a presentation of two narratives followed by a rich discussion which connects theory to practice. Article III is a Case Study Exercise geared towards students of education. The data for this study was collected through semi-structured interviews with each participant. Both participants were selected because of their notable contributions to the field. In our interviews, each participant explored their personal experience with the phenomena, professional/educational histories, career pathways, obstacles, influential mentors, pivotal moments, general secrets of the trade, and advice for future leaders.
Findings indicate that in recent years, the independent school need has changed. In years past, many independent schools struggled to recruit Black students into their communities. Recently, more of these longstanding schools are opening their doors to students of color yet fail to incorporate that same racial diversity in the higher-level administrative positions.
The two participants in the following study serve as outliers to this general pattern. Among the two narratives, several overlapping themes emerged: mentorship, identity development and intentionality. In both narratives, the participants recalled big community events serving as catalysts for institutional change. Article III presents some of those “big events” in the form of case studies. By employing those case study exercises, students of education will have the opportunity to practice navigating some of the very struggles these leaders have faced.
These findings provide a clear direction for targeted outreach. The stories, conclusions drawn, and case studies have the power to inspire a new generation of Black women who recognize their leadership potential in the independent school setting. In considering the case study exercises, education programs could expand their own work to include relevant and timely resources. Independent schools would be interested to learn how practitioners are working to help advance their missions and commitments to equity and diversity. Finally, the presented study has the power to demystify some of the traditional notions regarding independent school education in the United States.