Woods-Giscomb, C. L. (2010). FOIA Educ. Another participant, Marlene, recognized how her faith helped her to shift the stress she experienced via challenges to her leadership to help center her on the meaningful work she accomplished through her leadership. Further, findings revealed the costs or tolls borne by participants included internalizing gendered racism, doubting leadership skills and competence, anger at having to operate in a gendered racist context, and resignation. Right, so now I just take it off their shoulder. from discrimination and harassment for LGBTQ+ students. Maybe it's because it's a larger group of them or because some of them were in other, some of them have other friendships or relationships with people that are higher up in the district because they actually brought them here. We also sought to shed light on the costs associated with this coping. Racial and gender discrimination in school leadership is widely known to exist (e.g., Shakeshaft, 1989; Peters, 2010; Muoz et al., 2014; Jean-Marie et al., 2016), and can impact who gets access to these roles and their treatment within them (Cognard-Black, 2004; Tillman, 2004; Myung et al., 2011).Scholars recognize addressing negative discourses around race and gender are . J. Afr. Carrying the world with the grace of a lady and the grit of a warrior: deepening our understanding of the strong black woman schema. If you're intimidated by that, that's really an internal feeling that you have to deal with because no one can intimidate me unless I allow it. In the last decade, research has identified strategies to promote school safety and wellbeing for LGBTQ and all students. Doug Burgum on 11/15/21, prohibits K-12 public schools from instruction related to critical race theory, which is defined in the bill as the . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. Black WW, Fedewa AL, & Gonzalez KA (2012). doi: 10.3102/0013189X026004004. J. Maybe I've just over-estimated who I am and what I can accomplish. And it is really heavy. The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Second, participants were also sent their transcripts and included in discussions of initial findings for the purposes of member checking (Maxwell, 1992). I give my power away, I give my hope away and then I'm really a victim because I'm like I can't, I would have, I could have, I should haveI don't want to live over there, so it's a constant battle to not go that far over there. Sexual Orientation Enumeration in State Antibullying Statutes in the United States: Associations with Bullying, Suicidal Ideation, and Suicide Attempts among Youth. Several participants also credited these relationships with keeping them sane or from going crazy. Marlene also shared this self-doubt regarding the source of the negative experiences she faced. Administr. Further, as noted in previous work examining coping with gendered racism (Lewis et al., 2016), we sought to highlight the costs associated with coping and the extent those costs impact Black female school leaders in their roles. J. Orthopsychiatry 70, 3341. Tapping the principal pipeline: identifying talent for future school leadership in the absence of formal succession management programs. Raise awareness of the need for inclusive and enumerated policies. (2016). Rev. Gender Discrimination in Education: The violation of rights of women Gender Discrimination Educ. Newbury Park, CA: Sage Publications, Corwin Press. J. Leadersh. doi: 10.1007/s12111-012-9219-0, Lewis, J. For some, like Marisa, a mentor provided professional support, If not for my advisor, my mentorif not for her I wouldn't have made it. Gender Bias Case Study We utilized a purposeful criterion-based sampling technique (Patton, 1990) to recruit school administrators (principals and assistant principals) who self-identified as Black women (n = 10). 26, 319338. Int. 34, 247255. We then engaged in discussions of these coding differences, returned to the literature and to our data to understand how our participants made meaning of leaving their positions. Table 1. Tucker Carlson hired Harmeet Dhillon on Wednesday to represent him in a gender discrimination lawsuit both he and Fox face from former producer Abby Grossberg. Gender discrimination at school comes in many different forms, but usually it is when you are treated differently and worse at school because of your actual or perceived gender or gender identity. In addition to improved school experiences, a growing body of research has connected having a GSA at school with better mental health and health behavior for LGBT students, including lower levels of smoking, drinking and drug use, sex with casual partners (Heck et al., 2014; Poteat et al., 2013), psychological distress and depressive symptoms (Poteat et al., 2019, Toomey et al., 2011), suicidal ideation and behavior (Poteat & Russell, 2013; Saewyc et al., 2014; Walls et al., 2013), and greater self-esteem (McCormick et al., 2015). Brown, F. (2005). Because it's not going to do anybody any good to say, Oh, you know, you just don't like me because I'm a Black woman'.. We focus on five forms of sexism: (a) stereotypes and discrimination against boys regarding their school behaviors and disciplinary actions; (b) stereotypes and discrimination against girls in science, technology, engineering, and mathematics (STEM) domains; (c) stereotypes and discrimination in sports; (d) peer gendered harassment, including se. Psychol. Moreover, educators often do not know how or where to access LGBTQ-related materials (Westheimer & Szalacha, 2015) or are worried that parents and/or community members may not support inclusive curricula (Page, 2017). Professional development on LGBTQ-specific topics prepares educators and other school personnel with tools to support and protect LGBTQ and all students. For our deductive codes, we used work on coping and coping for Black women in particular (e.g., Utsey et al., 2008; Forsyth and Carter, 2012; Lewis et al., 2013; Holder et al., 2015; DeCuir-Gunby et al., 2019) to support the next steps in the dimensional analysis, mapping and axial coding (Charmaz, 2014). Safe schools? 18 March 2022 Last update: 20 April 2023 "On this International Women's Day and every day, UNESCO is committed to ensure all persons' right to education free from bias and stereotypes", said Stefania Giannini, Assistant Director-General for Education at UNESCO. 23:6156639. doi: 10.1177/105268461302300403. Further, our findings support work by other scholars who are critical of the SBW schema as it negatively impacts the emotional well-being of Black women (Watson and Hunter, 2016). Trustworthiness and authenticity in naturalistic evaluation. 21, 457469. In keeping with other exploratory studies examining how participants coped with gendered racism (e.g., Lewis et al., 2016), we took a phenomenological approach (Moustakas, 1994; Creswell and Poth, 2018) to this research. Further, students protected by enumerated policies are less likely to report homophobic or transphobic attitudes, remarks, and behaviors toward LGBT peers (Horn & Szalacha, 2009; Kosciw et al., 2020). Walls NE, Laser J, Nickels SJ, & Wisneski H (2010). Am. Safe-Zone initiatives aim to promote inclusivity and support by providing voluntary training for school personnel on LGBT issues and providing participants with safe zone stickers that they can use to identify spaces (e.g., a classroom or office) where students may feel free to openly discuss topics related to sexual orientation and gender identity (Ratts et al., 2013). When considering why she entered educational leadership, these sentiments were in the forefront of Sheila's thinking. Ethnic Minor. doi: 10.1002/jcop.21776, Watson, N. N., and Hunter, C. D. (2016). Ensure LGBTQ people and history in curricula through state laws, educational guidelines, and school district policies, as well as professional development for school personnel for inclusive curriculum. While we address our positionality more below, there are always power dynamics present during interviewing (Seidman, 2006) and we were particularly sensitive to the racial dynamics given our identities as White women. doi: 10.1177/1741143213510508, Myung, J., Loeb, S., and Horng, E. (2011). And then I created an advisory committee. Rosa reflected on the importance of being a Black woman in educational leadership, why she chose to work in her district, and how her identity impacted the students she led. Question asked of half-sample. How our education system undermines gender equity Kull RM, Greytak EA, Kosciw JG, & Villenas C (2016). The burden of addressing gendered racism must shift from those who experience it to those who witness it and by their silence allow it to continue and negatively harm their colleagues. Cult. Cult. Her decision to avoid confronting the offender occurred as an effort to remain positive but also out of concern for how others might perceive confrontation. Benevolent marginalization occurs when a dominant group paternalistically controls a weaker or marginalized group while portraying their actions as supportive and in solidarity with that group . For some, the costs associated were very close to the surface, as Michele recognized her exhaustion and the physical price she pays as a result of the discrimination she faces. These discussions can be challenging. The .gov means its official. Snapp SD, Burdge H, Licona AC, Moody RL, & Russell ST (2015). We didn't go deep enough into you know, why we need to be together. Finlay, B., and Agresti, A. Stud. The ruling in . This kind of social science. That there's a psychological impact on this constant second guessing what's going on there, what is it? 2. One is to create formal and informal spaces for Black women educational leaders to engage in conversations regarding their experiences as school leaders. Students deserve safe schools. And I don't want it to take any more. Michele clearly articulated this, So it's really my faith, that gives me the resilience to stay at it. Parents should support efforts by schools and school districts to provide LGBTQ- focused professional development and training to school personnel. African Americans and school leadership: an introduction. Policy Sch. Psychol. Rev. These discussions are not only for Black women, but for all emerging professionals. Gay-Straight Alliances: Understanding Their Impact on the Academic and Social Experiences of Lesbian, Gay, Bisexual, Transgender, and Questioning High School Students, Gendered harassment in secondary schools: understanding teachers (non) interventions. Participants were provided a copy of the institutionally approved informed consent form prior to the first scheduled interview. Once your grandmother gets hit in the head with a gun by a police officer during the Civil Rights era, you kind of have a whole thicker skin because for me, it's a shame that you have not progressed as far as you have.. The authors declare that there are no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Training demonstrably benefits school personnel. I had to be strong tensions in the strong black woman schema. Doing sensitive research: what challenges do qualitative researchers face? LGBTQ students face discrimination while Education You can't break me. I've been, not broken, but bent. Cross Cult. Effective coping strategies of African Americans. I usually spend 10 to 15 min on my ride in talking to one of them. Student-led clubs or organizations such as gender-sexuality alliances (i.e., GSAs) improve students school experiences and well-being, and contribute to positive school climate. J. Instr. While we have experienced gender discrimination, we do not claim to understand the experiences of our participants. Q. As scholars interested in using our research to engage in, and promote, anti-racist and anti-patriarchal approaches, it is our hope that by focusing on these issues, we can provide scholars, educators, and practitioners insights into the strengths and struggles of Black women educational leaders. I have to find a way to find that light and not sway over so far into the darkness that I just feel, because then I feel that my power is gone. In keeping with other phenomenological studies looking at gender racism and Black Female leaders, we favored interviewing as our data collection approach (Weiner et al., 2019). Expressing similar sentiments, Kamele reflected on her recent work building a collective support network with other administrators of color, So next time something comes up, of course I'm going to remember I have something to call him about, and we just start building that However, she also recognized that her White colleagues appeared to, do that better than we do.
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