A volume in Educational Leadership for Social Justice Series Editor
Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock
University; Ira Bogotch, Florida Atlantic University; Sandra
Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth
University; George Theoharis, Syracuse University While social
identity challenges probably confront all school administrators,
the authors focus on a doubly marginalized leadership
population-Black female principals-whose experiences are rarely
tapped. Based on lessons from this study and the literature
reviewed, the authors think that leadership preparation programs
should give prospective administrators opportunities to gain
knowledge and develop skills relevant to navigating their
leadership identities. In the age of accountability, and with the
pressures placed on the education system to ensure the success of
all students, school leaders are under constant scrutiny. The
appearance, speech, body language, and interactions of principals
with students, parents, teachers, and community members are
dissected. Stretching to satisfy expectations, many principals find
themselves trying to conform to a predefined image. Work pressures
like these prove immeasurably intense for many Black women. Society
has subscribed to certain beliefs about different groups, and these
beliefs affect the roles, responsibilities, and identities of the
individuals. They can have a positive or negative influence. Many
principals have created professional identities that they have
fine-tuned and learned to steer. Trial and error has helped them
learn identity-fitting techniques, while other principals may still
be learning how to effectively manage people, address supporters
and nonsupporters, and be politically savvy. Regardless of how they
develop their identity, principals work toward inventing and
branding themselves, fulfilling public identities (e.g., caregiver)
and trying out new identities, such as commander-and-chief. Black
female principals must navigate their identities as bicultural
beings with different stakeholder groups and within work spaces
that are traditionally geared to monocultural White males.
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