Cognitive barriers to leading for racial equity as a White education leader: a qualitative study

Abstract

Leading for racial equity in public education involves courageously addressing entrenched systems of racism and oppression that routinely advantage White students and disadvantage students of color. Engaging in uncomfortable discussions about race and racism amongst colleagues within an organization can generate internal struggles of fear and anxiety of negative reactions. This study employs a constructive developmental lens, specifically the Immunity to Change (ITC) Mapping process, to understand the connections between racial identity development and intrinsic barriers to leading for racial equity of White leaders. Through examining 18 ITC maps, we identify anxieties and fears that create significant barriers for White education leaders who intend to champion racial equity. Our study reveals that White education leaders, regardless of their progress on the continuum of White racial identity development, struggle with courageously leading for racial equity because they are firmly planted in the socializing mind, limiting their effectiveness because of self-constructed, cognitive fears of negative reactions from others. Practical implications for education leaders, education policy makers, and students are also provided.

Keywords:

• Racial equity
• racism
• anti-racism

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

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Notes on contributors

Tracey A. Benson

Tracey A. Benson is the founder of the Anti-Racist Leadership Institute. His research explores how structural racism in K-12 education impedes the academic success of students of color. His book, Unconscious Bias in Schools: A Developmental Approach to Exploring Race and Racism, was released with Harvard Education Press in August 2019.

Jillian La Serna

Jillian La Serna is a Research Assistant Professor and qualitative researcher at the Educational Policy Initiative at Carolina (EPIC) in the Department of Public Policy. La Serna's research interests focus on race, culture, social justice, and critical consciousness in K-12 schools with a focus on dual language programs.

Andrew Greenia

Andrew Greenia is a Senior Associate with Promise54 and Conflict Transformation Practitioner with SEEDS Community Resolution Center. Andrew's work is grounded in building cultures of belonging through community organizing, conflict transformation, civic education, intergroup dialogue, and leadership coaching.