“The Impact of African-American Female Leaders on Creating a Positive School Culture That Results in the Improvement of Student Achievement”

Journal of Education & Social Policy Vol. 7, No. 3, September 2020 doi:10.30845/jesp.v7n3p4 “The Impact of African-American Female Leaders on Creating a Positive School Culture that Results in the Improvement of Student Achievement” Dr. Beverly Ffolkes-Bryant Adjunct Professor The City College of New York New York Dr. Joyce R. Coppin Assistant Professor, Mercy College New York Abstract Historically, women and minorities have been underrepresented in school leadership positions. Furthermore, African American women faced substantial scrutiny during their professional careers and were obliged to take different routes to acquire administrative positions. This research will explore the journeys of successful African American females who are serving or who have served previously as school and district administrators in 21st century global environments. This research will describe how female African American principals and superintendents define and understand the influence of race and gender on their educational leadership experiences. Three theoretical research frameworks form the basis for this understanding and will be discussed: Critical Race Theory; Racial Identity Development Theory and the Black Epistemology. The theoretical perspectives emerging from studying this research have enabled these women to develop a positive sense of self. These perceptions have impacted their conceptualization of leadership, their ability to deal with barriers they encounter, and to conceive effective strategies to attain a principal ship and/or a superintendency. The paper will discuss the formal and informal educational preparation of these African American women. Through their personal stories, case studies, research, and data from the New York City public school system, the reasons these women were chosen, as leaders will be elucidated. They had a reputation for developing teachers‟ instructional ability and were considered to be fair and consistent. Data will demonstrate they improved student outcomes. These leaders fostered distributive leadership and were able to cultivate leaders in their schools and districts. They were able also to communicate effectively with parents, community members and staff and to form community and educational partnerships. Over the past decade, research has been devoted to bridging the gap in academics and opportunity experienced by African-American students. Missing from the dialogue however are the voices of African-American female leaders. Their voices will not only play an instrumental part in mediating cultural misunderstandings that occur in the classroom, but will also facilitate a much needed conversation in understanding gender and race by displaying different views on educational leadership. African-American female school leaders have a multiplicity of positive and challenging experiences. They are resilient and spiritually-grounded which has aided them in answering the call to leadership. The study of the lived personal, professional and sociocultural experience of African-American female school leaders may be helpful to educational researchers and practitioners, colleges and universities, boards of education, school districts, schools and all African-American females who aspire to become school leaders. By exploring the lives of these school leaders, greater insights may be gained to open the door to this underrepresented population. This research is valuable for professional development planning and educational leadership programs with the objective of recruiting, selecting, placing and retaining more African-American school leaders. In their book, “Cultural Proficiency, A Manual for School Leaders”, (Lindsey, Robins and Terrell 2009) the authors define “Cultural Proficiency” as a model for shifting the culture in the school or district; it is a model for individual transformation and organizational change. Cultural proficiency is a mind-set, a worldview, a way a person or an organization make assumptions for effectively describing, responding to, and planning for issues that arise in diverse environments.(For some people, cultural proficiency is a paradigm shift from viewing cultural difference as problematic to viewing cultural difference as the basis for cross-cultural interactions and ultimately personal change and transformation.) Culturally proficient leaders display personal values and behaviors that enable them and others to engage in effective interactions among students, educators and the community they serve. 29 ISSN 2375-0782 (Print) 2375-0790 (Online) © Center for Promoting Ideas, USA www.jespnet.com At the organizational level, culturally proficient leaders foster policies and practices that provide the opportunity for effective interactions among students, educators and community members. Culturally proficient leaders address issues that emerge when cultural differences are not valued and even dismissed inschools and other organizations. It is important to review the guiding principles of cultural proficiency to fully understand how we can embrace the voices of our African-American women educators: 1. Culture is a predominant force; you cannot not have a culture. 2. The group identity of individuals is as important as their individual identities. 3. Diversity within cultures is vast and significant. 4. Each group has unique cultural needs. 5. The non-dominant group creates a set of issues that the school system must be equipped to respond. 6. Inherent in cross-cultural interactions are dynamics that must be acknowledged, adjusted to and accepted. 7. The school system must incorporate cultural knowledge into practice and policymaking. In accordance with the guiding principles that serve students from non-dominant cultures must/should adopt and adjust to these students‟ cultures. School systems are not accepting or implementing these guiding principles. There are highly qualified educators who accept the challenges that these students present and who do believe in these principles; however, they are not given the opportunity to make policy changes that will support these students and improve their academic achievement. Our paper will discuss how these highly qualified educators have successfully faced and responded to the “distinct set of issues” imposed by the non-dominant cultures in schools The African-American female leaders in this study shared that they work to engage the community and build relationships with stakeholders. They reported also being courageous and clear in defining where they would take a stand. This has required knowing who they are and being true to personal values and ethics. African-American female school leaders reported having strong religious faith and benefitting from the love, support and encouragement of parents, family and friends. They identified listening as critical to their success. Mentoring new and aspiring African-American women principals/superintendents is one way they intentionally give back to the profession. They expressed the need to be continuous learners and to work hard while striving to achieve life-work balance. Seven themes have emerged from the research conducted of these individuals who were interviewed for our paper: (a) the impact of race and gender in school leadership (b) caring for family and self (c) resilience and spirituality (d) importance of education and upward mobility (e) mentoring and networking (f) effective communication and positive working relationships and (g) child advocacy and community partnerships. It is evident that beliefs and values at the individual level have taken a central role over the policies and practices of their specific organization. The professional experiences of these women took a nontraditional route to their leadership role. Their rise to leadership positions were the result of their success in improving student achievement, outstanding personal and professional leadership characteristics and a reputation for being there and consistency. School leaders of demographically diverse schools play an important role in changing the dynamics that often occur in these contexts. Consequently, principals must have the leadership skills to revolutionize teachers‟ belief systems. Their energies are consumed with teachers‟ instructional practices and focusing on improving student expectations. This work to revolutionize the belief systems will facilitate teacher instructional practices and ultimately improve student outcomes. They attributed their job attainment to student success, their ability to develop teachers, their being the most qualified candidate with a reputation of being fair and consistent. Overall, an attribute common to all of their stories of ascension was that a barrier to opportunity mindset did not bind them. The research and experiences of these candidates focus on addressing critical demographic, cultural, and political changes and events in western countries currently. This is an important concept for school leaders due to changes occurring globally in education and the difficulties many countries have in dealing with the diverse cultures of their schools. There are countries that have experienced children and refugees coming into their country who are not familiar with the culture and system of education. The waves of people of different cultures and backgrounds have often caused conflict and the inability for educational systems to adequately educate these children and enable them to achieve their full potential. A model that has worked, based upon the Critical Race Theory,

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