McCray, C. R., Wright, J. V., and Beachum, F. D. (2007). As a library, NLM provides access to scientific literature. Is it something from a different mindset? Including abstract, bibl. Who need to see me. 23:6156639. doi: 10.1177/105268461302300403. Ioverno S, Belser AB, Baiocco R, Grossman AH, & Russell ST (2016). A commercial titled " Like a Girl " both captures and disrupts that very gender . Sexual and Gender Minority Youth and Sexual Health Education: A Systematic Mapping Review of the Literature, The reduction of stigma in schools: A new professional development model for empowering educators to support LGBTQ students. The participants led schools in a variety of settings, including urban, suburban and rural school districts across the Northeast. Cult. Janelle recalled the positive impact of a forum for minority principals had for her. Gender stereotypes and biases are built in people's minds as early as childhood. Race Ethn. There were no formal organizational level supports, the burden of gendered racism was on our participants and they were expected to find the strength to hold this burden. Intersectionality allows us to call attention to social identities often treated as marginal or invisible, while allowing us to highlight the complex nature of power (p. 5) and note the gap between social categorization and the complexity of intersubjective experience (p. 5) as there is not one social label that can help us explain the complexity of an individual's lived experience (Harris and Leonardo, 2018). They're real. This study is not without limitations. 41, 585590. Facebook-parent Meta is the subject of four new complaints from human rights groups in Europe alleging that the algorithm it uses to target users with companies' job advertisements is discriminatory. Girls living in countries affected by conflict, for example, are 2.5 times more likely to be out of school than boys. doi: 10.1177/0013161X9503100403, Erskine, S. E., and Bilimoria, D. (2019). Psychol. J. Couns. These spaces should not be considered as places only to vent difficulties and challenges, but spaces to share insights, opportunities and strategies that can lead to meaningful policy changes and structural changes to improve the experiences of these leaders. Adopting As Kamele explained. 44, 333360. The impact of the brown v. board of education decision on the employment status of black educators. For example, when leading in lower resourced and/or more urban settings, Black women are known to approach leadership from an ethic of care (Dillard, 1995). The double bind for women: exploring the gendered nature of turnaround leadership. Socioeconomic, racial/ethnic, and gender inequalities in academic achievement have been widely reported in the US, but how these three axes of inequality intersect to determine academic and non-academic outcomes among school-aged children is not well understood. Mental health of transgender children who are supported in their identities, Early findings from the transyouth project: Gender development in transgender children, From Awareness to Action: Teacher Attitude and Implementation of LGBT- Inclusive Curriculum in the English Language Arts Classroom. New Dir. This kind of social science. HHS Vulnerability Disclosure, Help Yet they persist, which suggests a need to look at the strategies which enable and empower them to cope as well as the potential costs of such strategies. A., Mendenhall, R., Harwood, S. A., and Browne Huntt, M. (2016). New York, NY: Third World Women's Alliance. LGBTQ Youth Representation in Data, Science, and Policy, In Advances in Child Development and Behavior, Teachers knowledge, attitudes, and supportive behaviors toward LGBT students: Relationship to Gay-Straight Alliances, antibullying policy, and teacher training. (2013). Findings revealed that these Black female leaders' experience of coping with gendered racism were reflective of the strong Black woman (SBW) race-gender schema documented in previous research on the experiences of Black women (Woods-Giscomb, 2010). Rev. 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. 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. J. A national study (Greytak et al., 2016) from 2016 found that just 26% of teachers said they could support the needs of their LGBT students (e.g. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). doi: 10.1080/15700760903026755, Peters, A. L. (2012). . J. Qual. Also, work by Utsey et al. Elements of successful mentoring of a female school leader. Community Psychol. In May 2023, Frontiers adopted a new reporting platform to be Counter 5 compliant, in line with industry standards. 80 per cent of live births. You can't break me. I've been, not broken, but bent. This report presents the results of a Global Campaign for Education (GCE) survey of children and teachers conducted November 2011-February 2012. Enact inclusive and enumerated educational laws and policies. 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). 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. 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. 38, 123136. Legal F. 1989:8. (2010) noted increased depressive symptoms in those who used more avoidance coping. It was estimated that, globally, approximately 246 million girls and boys experienced some form of school-related violence in 2014 (UNGEI, 2017). Use of an intersectional framework to understand Black women's racial and gender identities. doi: 10.1007/s12111-012-9219-0, Lewis, J. Chicana feminism and educational leadership, in Reconsidering Feminist Research in Educational Leadership, eds M. D. Young and L. Skrla (Albany, NY: State University of New York Press, 161178. National Library of Medicine This article reviews the research foundations of each of these strategies and concludes with recommendations for multiple audiences: policy-makers, school personnel, parents, and students. Shorter-Gooden (2004) also problematize maladaptive coping, including avoidance coping, as this coping strategy is not always related to negative outcomes and for some, including our participants, can be beneficial as they must exist under oppressive circumstances that they are not able to change. Maybe I've just over-estimated who I am and what I can accomplish. And it is really heavy. Lewis, J. 9, 108129. Discrimination based on gender is one of the primary impediments to education which affects both boys and girls. Black Women's Manifesto; Double Jeopardy: To Be Black and Female. Question asked of half-sample. That's why we can't talk about it, I don't know. Rev. Second, participants were also sent their transcripts and included in discussions of initial findings for the purposes of member checking (Maxwell, 1992). We did not specifically ask about health or health outcomes as a part of this research, though some participants did mention negative impacts on their physical well-being in addition to the negative impacts on their emotional well-being (Corbin et al., 2018). Psychol. A., Jackson, E. S., and Jones, A. M. (2002). Hallinger, P., and Heck, R. H. (2009). Table 1 provides specific, actionable recommendations for each strategy, for these key stakeholders. (2018). Everyonestudents, parents, school personnel, and policy-makerscan suggest, support, and help implement the strategies described here. The studies involving human participants were reviewed and approved by University of Connecticut Institutional Review Board. 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). Konishi C, Saewyc E, Homma Y, & Poon C (2013). Kosciw JG, Greytak EA, Zongrone MP, Clark CM, & Truong NL (2020). While we have experienced gender discrimination, we do not claim to understand the experiences of our participants. Jean-Marie, G., Normore, A. T. H., and Cumings Mansfield, K. (2016). Daly, A., Jennings, J., Beckett, J. O., and Leashore, B. R. (1995). Tapping the principal pipeline: identifying talent for future school leadership in the absence of formal succession management programs. Supports Governments to ensure that budgets are gender-responsive and that national education plans and policies prioritize gender equality. Spiritual weapons: black female principals and religio spirituality. J. Exp. Effects of Safe School Programs and Policies on the Social Climate for Sexual-Minority Youth: A Review of the Literature. Q. (2019). All interviews were again recoded. Women in Educational Administration. Source: NPR/Robert Wood Johnson Foundation/Harvard T.H. Racial microaggression experiences and coping strategies of black women in corporate leadership. School Health Profiles 2018: Characteristics of Health Programs Among Secondary Schools, In Centers for Disease Control and Prevention. However, as a presidential action, the policy lacks permanency and can be swiftly overturned by the next federal administration. Rev. 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.. (Rosa). Day JK, Perez-Brumer A, & Russell ST (2018). Phenomenological Research Methods. A St. Louis jury made a unanimous verdict that found St. Louis Public Schools liable for gender discrimination and retaliation against a former high school guidance counselor from 2013 to 2017. While there were clearly costs to trying to work around or through discrimination, so too were their costs when participants attempted to fight it. Policy Sch. Race, perceived discrimination, and emotion-focused coping. Further, these findings suggest anti-racist practices by White allies, including shifting the burden of gendered racism to them, is critical to the disruption of practices privileging Whiteness in educational leadership. Students report less bullying in schools with multiple LGBT-supportive practices in place, including providing LGBT-related professional development and having an LGBT point-person available (Gower et al., 2017). I definitely get weary in it, definitely say, sometimes I don't want to do it anymore. J. Nurs. Stud. They also experienced subtle biting comments about their capabilities to be successful and had to engage in additional work to access their leadership positions. Multiple resistance strategies: how African American women cope with racism and sexism. Fourth, the presence of 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. Psychol. Boston, MA: Harvard Business School Press. New York, NY: Teachers college press. *Correspondence: Laura J. Burton, laura.burton@uconn.edu, Ways of Seeing Womens Leadership in Education: Stories, Images, Metaphors, Methods and Theories, View all Those who may have paid a higher toll with this form of coping used this strategy to persist in their leadership roles. Specifically, in the presence of enumerated policies, LGBT students feel safer at school, hear less homophobic language, experience less identity-based victimization (Kull et al., 2016), report less absenteeism at school (Greytak, 2013), and are less at risk for suicide and substance use (Frost et al., 2019; Hatzenbuehler & Keyes, 2013; Konishi et al., 2013). Psychol. Thus, most studies have not provided specific attention to transgender and gender diverse youth, although there has been growing research attention to transgender and gender diverse youth (Day et al., 2018; Ioverno & Russell, 2021; Olsen & Glgz, 2018; Olsen et al., 2016). Spirituality can be a driving influence of their leadership too, as some describe heeding the call (Newcomb and Niemeyer, 2015, p. 792) to serve as leaders (Witherspoon and Taylor, 2010). J. Instr. They also tend to lead in more culturally competent ways (Wood and Eagly, 2012; Newcomb and Niemeyer, 2015) and emphasize shared forms of leadership, approaches shown as successful in fostering continuous improvement (e.g., Hallinger and Heck, 2009). What has not been examined in detail, but we sought to accomplish in this research, was how Black women experiencing gendered racism in their roles as school leaders cope with those experiences. Muoz, A. J., Pankake, A., Ramalho, E. M., Mills, S., and Simonsson, M. (2014). Creswell, J. W., and Poth, C. (2018). Olson KR, Durwood L, DeMeules M, & McLaughlin KA (2016). For example, the double-jeopardy hypothesis describes how Black women are punished for violating social roles stereotypically ascribed to both Black men and White women (Beal, 1969; Bell and Nkomo, 2001; Young and Skrla, 2003; Settles, 2006; Rosette and Livingston, 2012; Weiner and Burton, 2016; Burton and Weiner, 2016). For example, we refer to LGB when a study specifically included LGB but not transgender, questioning, or queer youth. Relations among racial identity attitudes, perceived stressors, and coping styles in African American college students. Diver. And so that's kind of, you have to take that in sometimes. Q55, Q56. Additionally, as a federal policy, federal agencies are responsible for the policys implementation and legal action could be pursued under this order only through the federal court system. Policies that specifically identify protected groups like LGBTQ students create contexts that are more supportive for LGBTQ and all youth, and are associated with student adjustment and achievement. 44, 524530. Toomey RB, Ryan C, Diaz RM, & Russell ST (2011). doi: 10.1177/0011000016641193, Lewis, J. a continuous, reflexive practice of proactively interrogating Whiteness from an intersectionality framework, leveraging one's position of power and privilege, and courageously interrupting the status quo of predominantly White corporate leadership by engaging in prosocial behaviors that foster growth-in-connection and have both the intention and impact of creating mutuality, solidarity, and support of Afro-Diasporic women's career development and leadership advancement in organizational leadership (Erskine and Bilimoria, 2019, p. 2). Urban Soc. 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). Annu. If not, then this is how it's going to stand. (1990). In this way, the choice we have to engage in this work is a form of privilege which we must recognize along with other forms of our privilege, including race, gender identity, class, and academic background. Gender bias and discrimination is surprisingly common in many schools and sometimes happens beneath school staff's radar. Qual. Identify and eliminate barriers to the formation and operation of GSAs and treat them like any other student organization or club. Sexual Orientation Enumeration in State Antibullying Statutes in the United States: Associations with Bullying, Suicidal Ideation, and Suicide Attempts among Youth. Coping strategies as moderators of the relation between individual race related stress and mental health symptoms for African American women. However, these previously oft-named maladaptive strategies also inflicted a larger toll on participants' health and well-being and thus our use of the term less affirming to describe them. 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. It's laughable and, because we'd all be crying all the time if we actually thought about it that much, and her choice to avoid dwelling on such experiences, I don't think about that. I'm thinking about spaces that have children who look like me. Schools that receive federal grants for research must comply with Title IX. 30, 406425. J. Orthopsychiatry 70, 3341. Educ. Support GSAs and other student organizations. She notes, evoking Michelle Obama, But I don't feel like going high, while people go low anymore. Shelby also noted her experiences with explicit gendered racism and how she disallowed herself to respond with anger, as the costs would be too high in terms of her ability to continue in her leadership role. Cult. Future studies that explore a broader range of intersecting identities (e.g., ethnicity, ability, language, sexuality; O'Malley and Capper, 2015) would be helpful and enhance our understanding of the nuanced experiences of Black female school leaders. Future studies with larger, and perhaps more uniform, samples might be helpful to better understand how these contextual factors also play a role in the coping mechanisms available to Black female school leaders and the impact of these strategies. It is critical to note that by the time of writing this paper, three participants left their positions and two left education altogether. He was extremely supportive, and I think he probably saw it as something that I could really do, before I even really had the full confidence to do it., Most importantly however, many of the women spoke to how trusted colleagues, whether they be other Black women, colleagues of color, or other administrators, provided encouragement. In these workspaces with these behaviors toward you, that are diminishments, that are microaggressions, that is the selective incivility.
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