‘What you see is [not always] what you get!’ Dispelling race and gender leadership assumptions

Abstract

Race and gender affect the way in which African‐American female principals perceive and enact their roles in predominantly African‐American urban schools. Using empirical data drawn from a larger qualitative study, this article examines and challenges racial and gendered assumptions about African‐American leadership, and specifically American female leadership. This article suggests that the complex intersection between race, gender, and professional socialization may shape African‐American leaders’ perception of and orientation toward predominantly African‐American schools and communities in some unanticipated ways.

Keywords:

• gender in educational leadership
• African‐American leadership
• African‐American education

Notes

1. The terms African‐American and Black are used interchangeably.

2. Pseudonyms are used to protect the identity of the participant and school.