Journal articles: 'Black Women Leaders'

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Watson, Terri N., and Gwendolyn S. Baxley. "Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork." Journal of School Leadership 31, no. 1-2 (January 2021): 142–57. http://dx.doi.org/10.1177/1052684621993085.

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Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.

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Curtis, Sharon. "Black women’s intersectional complexities." Management in Education 31, no. 2 (April 2017): 94–102. http://dx.doi.org/10.1177/0892020617696635.

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Recent educational literature has produced a plethora of gendered experiences encountered by women working towards leadership positions in education. Gender plays a complex role that shapes the relationship between perceived ideals of womanhood and leadership. This paper focuses on the variations in leadership and management distributed in the early years and the competencies needed in areas of socio-economic deprivation. The paper has focused on the findings taken from a research study (2014) that involved the lived experience of eight black women leaders within the UK. The study by Curtis (published 2014, see text for details) highlights a number of demanding complexities that do include gendered assumptions relating to the role of leadership within educational establishments. These issues pertain to certain identifying factors, such as a leader’s accent or choice of dress and traditional hairstyles (e.g. braids, afro, dreads or weaves). Alongside women’s choice of food, including any personal dietary requirements linked to religious beliefs, are areas that identify black women leaders with identities separate from those dominant within society. Such ideals may include a prescriptive view of women as leaders. The road to leadership demands a crescendo of shared voices and visions that support the diversity in the expression of women’s values, shaped by their perception, intuitive lenses, worldviews and lived experiences. This paper is intended to present black women’s intersections as one in which black women share skilfully their biculturalism and their abilities to act as a bridge for others sharing their cultural competencies.

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Gerloff, Roswith. "RAISING THE PROFILE OF BLACK WOMEN LEADERS IN COMMUNITY." International Review of Mission 89, no. 354 (July 2000): 338–40. http://dx.doi.org/10.1111/j.1758-6631.2000.tb00211.x.

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Peters, April L., and Angel Miles Nash. "I’m Every Woman: Advancing the Intersectional Leadership of Black Women School Leaders as Anti-Racist Praxis." Journal of School Leadership 31, no. 1-2 (January 2021): 7–28. http://dx.doi.org/10.1177/1052684621992759.

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The rallying, clarion call to #SayHerName has prompted the United States to intentionally include the lives, voices, struggles, and contributions of Black women and countless others of her ilk who have suffered and strived in the midst of anti-Black racism. To advance a leadership framework that is rooted in the historicity of brilliance embodied in Black women’s educational leadership, and their proclivity for resisting oppression, we expand on intersectional leadership. We develop this expansion along three dimensions of research centering Black women’s leadership: the historical foundation of Black women’s leadership in schools and communities, the epistemological basis of Black women’s racialized and gendered experiences, and the ontological characterization of Black women’s expertise in resisting anti-Black racism in educational settings. We conclude with a four tenet articulation detailing how intersectional leadership: (a) is explicitly anti-racist; (b) is explicitly anti-sexist; (c) explicitly acknowledges the multiplicative influences of marginalization centering race and gender, and across planes of identity; and (d) explicitly leverages authority to serve and protect historically underserved communities.

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Cook, Courtney. "Towards a Fairer Future." Girlhood Studies 13, no. 2 (June 1, 2020): 52–68. http://dx.doi.org/10.3167/ghs.2020.130206.

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In the study on which this article is based, I examine the correlation between the number of Black girls in leadership programs and the number of Black female leaders in nonprofit organizations. I carried out research on Black girl leadership to understand the shortcomings of programs meant to teach Black girls appropriate leadership skills and I conducted interviews with female leaders to determine the hurdles faced by Black women trying to obtain leadership roles in the nonprofit sector. My findings show that there is a disconnect between Black and white women in leadership roles and that impediments for Black women affect leadership prospects for Black girls. This article is a call to create an activist model that supports the professional trajectories of Black girls.

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Naber, Nadine. "Arab and Black Feminisms." Departures in Critical Qualitative Research 5, no. 3 (2016): 116–25. http://dx.doi.org/10.1525/dcqr.2016.5.3.116.

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This essay explores the conditions out of which a diasporic anti-imperialist Arab feminist group came into alignment with the Women of Color Resource Center. It focuses on the history and leaders of the Women of Color Resource Center and its roots in the 1960s and 1970s people of color and women of color based movements in the United States in order to map alliances among black feminist thought, radical women of color movements, and Palestinian de-colonization then and now.

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Aaron, Tiffany S. "Black Women: Perceptions and Enactments of Leadership." Journal of School Leadership 30, no. 2 (August 26, 2019): 146–65. http://dx.doi.org/10.1177/1052684619871020.

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This critical in-depth interview study examined four Black women principals’ perceptions, descriptions, and enactments of school leadership as it relates to their intersectional identities as being both Black and women. The tenets of Black feminist epistemology and the theory of intersectionality form the conceptual framework of this study. Research demonstrates that Black women leaders’ multiplicative identity as Black and women influences their experiences and perceptions of leadership. The principals’ perceptions of school leadership developed into several categories and two themes: student-centered leadership and perceptions of racial stereotypes and deconstructing perceptions about Black women.

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Onyuku-Opukiri, Fidelia. "RAISING THE PROFILE OF BLACK WOMEN LEADERS IN THE COMMUNITY." International Review of Mission 89, no. 354 (July 2000): 341–42. http://dx.doi.org/10.1111/j.1758-6631.2000.tb00212.x.

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BARNETT, BERNICE McNAIR. "INVISIBLE SOUTHERN BLACK WOMEN LEADERS IN THE CIVIL RIGHTS MOVEMENT:." Gender & Society 7, no. 2 (June 1993): 162–82. http://dx.doi.org/10.1177/089124393007002002.

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Saegert, Susan. "Unlikely leaders, extreme circumstances: Older black women building community households." American Journal of Community Psychology 17, no. 3 (June 1989): 295–316. http://dx.doi.org/10.1007/bf00931038.

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Daniels, Ashley. "Madam President." National Review of Black Politics 1, no. 2 (April 2020): 229–50. http://dx.doi.org/10.1525/nrbp.2020.1.2.229.

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Throughout the fifty-year history of the National Conference of Black Political Scientists (NCOBPS), fourteen women have served as president. In honor of the golden anniversary of NCOBPS and to highlight the experience of Black women as presidents of professional academic organizations, six of the twelve living former Black women presidents reflect on the triumphs and challenges of their tenures as former leaders through the lens of race and gender. Using a Black feminist/womanist life history study approach, this article features the written narratives of these leaders, spanning the period from 1980 to 2019. The semi-structured email interviews were conducted between May 2018 and July 2019. This article enhances our understanding of how race and gender identity can influence the decision-making of Black women presidents and how that impacts the direction of an institution like NCOBPS.

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Moorosi, Pontso, Kay Fuller, and Elizabeth Reilly. "Leadership and intersectionality." Management in Education 32, no. 4 (September 18, 2018): 152–59. http://dx.doi.org/10.1177/0892020618791006.

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Using intersectionality theory, the article presents constructions of successful leadership by three Black women school principals in three different contexts: England, South Africa and the United States. The article is premised on the overall shortage of literature on Black women in educational leadership, which leaves Black women’s experiences on the periphery even in contexts where they are in the majority. Through a life-history approach, we interviewed three Black women leaders on their experiences of gender and race in constructing success in leadership, and used intersectionality theory to analyse their accounts. Our analysis suggests that Black women leaders’ constructions of success are shaped by overcoming barriers of their own racialized and gendered histories to being in a position where they can lead in providing an education for their Black communities, where they are able to inspire a younger generation of women and to practice leadership that is inclusive, fair and socially just. We conclude with a range of implications for the scholarship of intersectionality and educational leadership practice.

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Tedder, Milicia A., and Delores E. Smith. "A Phenomenological Study: Black Clergy Leaders’ Response to Violence against Women." Pastoral Psychology 67, no. 4 (June 4, 2018): 429–42. http://dx.doi.org/10.1007/s11089-018-0821-5.

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Bailey, Kay. "Women Leaders Bring Indigenous and Black Issues to Colombia Peace Table." Antyajaa: Indian Journal of Women and Social Change 1, no. 1 (June 2016): 10–18. http://dx.doi.org/10.1177/2455632716649808.

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Harris, LaShawn Denise. "“Women and Girls in Jeopardy by His False Testimony”: Charles Dancy, Urban Policing, and Black Women in New York City during the 1920s." Journal of Urban History 44, no. 3 (October 6, 2016): 457–75. http://dx.doi.org/10.1177/0096144216672447.

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Troubling partnerships between the New York City Police Department (NYPD) and criminal informants during the mid-1920s adversely impacted urban African American women’s daily lives. Part of multiple hierarchies of municipal corruption, undercover surveillance operations represented one of many apparatuses law enforcers employed to criminalize black women’s ordinary behavior, to reinforce Progressive era images of black female criminality and promiscuity, and to deny women of their personhood and civil rights. Black New Yorker and criminal informant Charles Dancy, identified by local black newspapers as a vicious con artist and serial rapist, figured prominently in undercover police operations. Dancy falsely identified black women as sex workers and had them arrested, and in the process sexually assaulted women. New York blacks were outraged by some NYPD members’ use of informants as well as black women’s erroneous legal confinement. Situating informant work within the context of police brutality, racial inequity, and the denial of American citizenship, New York African American race leaders, newspaper editors, and ordinary folks devised and took part in resistance strategies that contested police surveillance operations and spoke on behalf of those who were subjected to state sanctioned violence.

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Mayer, Claude Hélène, Rudolf Oosthuizen, Louise Tonelli, and Sabie Surtee. "Women Leaders as Containers: Systems Psychodynamic Insights into their Unconscious Roles." Multidisciplinary Journal of Gender Studies 7, no. 2 (June 25, 2018): 1606. http://dx.doi.org/10.17583/generos.2018.3217.

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The purpose of this article is to explore the self-defined roles of women leaders working in higher education institutions (HEIs) in South Africa. The aim is to explore women leadership roles in the context of systems psychodynamics to increase the understanding of unconscious dynamics in HEIs from the perspective of women leaders. The article reports on a qualitative study based on the research paradigm of Dilthey's modern hermeneutics. Interviews were conducted with 23 women leaders from the HERS-SA (Higher Education Research Services) network across eight institutions. Observations were made in one organization to support the data analysis and interpretation. Data was analysed through content analysis. Women leaders are containers of anxieties in South African HEIs, while they also act out defense mechanisms, such as splitting, projection, projective identification, introjection, idealization, simplification and rationalization. Splitting seems to be one important defense mechanism in terms of mother/professional, mother/daughter, women/men leaders and White/Black women leaders. Women leaders further seem to have introjected the roles of their mothers and female family members from their past and childhood. They do not seem to embrace the full authority and agency of their leadership positions, and they explore their own difficulties and negative emotions in others through projective identification. The findings create awareness of the roles of women leaders, strengthen women leadership and emphasise the need for leadership training taking the systems psychodynamic perspective into account.

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Lomotey, Kofi. "Research on the Leadership of Black Women Principals: Implications for Black Students." Educational Researcher 48, no. 6 (June 26, 2019): 336–48. http://dx.doi.org/10.3102/0013189x19858619.

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In this exploratory review, I consider research on Black women principals for the period 1993 to 2017, using 57 research reports obtained from dissertations, journal articles, and a book chapter. This exploration is of particular significance given the continuous disenfranchisement and subsequent underachievement of Black children in U.S. schools and the importance of black women principals in addressing this quagmire. I highlight the methodological and theoretical traits of these studies, single out overstressed approaches, and highlight the most significant gaps in research on Black women principals. Major findings are (1) the large majority of studies on Black women principals appear in dissertations; (2) researchers studying Black women principals explore the lived experiences of Black women principals (e.g., race, gender) and aspects of the leadership of these women (e.g., transformational leadership); (3) the most common theoretical framework in these studies is Black Feminist Thought, followed by Critical Race Theory and Standpoint Theory; (4) all of the studies employed qualitative methods, while a few also included quantitative methods; (5) the principals who were studied served in elementary, middle, and high schools; and (6) spirituality, race, and gender are important to these leaders. Following a discussion of the findings, I conclude with implications for (1) future research, (2) the preparation of aspiring principals, and (3) the professional development of practicing principals.

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Appiea, Linda, Dorothy Ndletyana, and Anthony Wilson-Prangley. "Empowering the next generation of leaders." Emerald Emerging Markets Case Studies 10, no. 2 (June 6, 2020): 1–24. http://dx.doi.org/10.1108/eemcs-12-2019-0323.

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Learning outcomes The main teaching objective for the case is for students to build a better understanding of how to advance women (and other minorities) in the workplace through mentorship. This is achieved through recognizing the wide variety of issues that enable and constrains women’s advancement in the workplace; defining mentoring, sponsorship, coaching and networking; and highlighting how mentoring, sponsorship, coaching and networking can overcome the challenges of facing women’s advancement in the workplace? Case overview/synopsis The case study explores the role of senior women leaders in the career advancement of other women in the workplace. It helps us understand how mentoring can address the low prevalence of women at senior levels despite companies’ efforts to advance women. The case profiles the career and leadership journey of a senior female executive, Maserame Mouyeme. It documents her rise from the dusty streets of Soweto, South Africa to become one of the first black female executives in several corporate contexts across Africa and especially at Coca-Cola. The case illustrates her practice of mentoring and its impact on her and others’ careers. Also illustrated is Mouyeme’s leadership style, mentoring approach and workplace experiences. Students deliberate Mouyeme’s dilemma: whether to continue to advance a new generation of women leaders or whether to focus on her core role of building the business she is responsible for. The selected research method is a teaching case study, grounded in an exploratory approach. Primary data was collected via semi-structured interviews with the protagonist and four of her mentees. Secondary data was collected via studies about the protagonist and the companies she has worked for in her career. The case provides empirical insights about the role of leaders and especially women, in advancing women. The case shows the approaches in which organizations can advance women. It also shows how emerging leaders can better manage their own careers. The case deepens knowledge of women advancement and career development. Complexity academic level The case is appropriate for post-graduate level study, including MBA-level. It is also appropriate for use on executive development programs. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 6: Human Resource Management.

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Hughes, Richard. "Leaders of Their Race: Educating Black and White Women in the New South." Journal of American History 106, no. 1 (June 1, 2019): 226. http://dx.doi.org/10.1093/jahist/jaz273.

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Lee-Johnson, Jamila L. "Authentically LEADing: Supporting Undergraduate Black Women Leaders at HBCUs to Authentically Be Themselves." About Campus: Enriching the Student Learning Experience 26, no. 3 (July 2021): 29–33. http://dx.doi.org/10.1177/1086482221994123.

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Katz, Susan J. "Border Crossing: A Black Woman Superintendent Builds Democratic Community in Unfamiliar Territory." Journal of School Leadership 22, no. 4 (July 2012): 771–88. http://dx.doi.org/10.1177/105268461202200405.

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Much of the earlier research on women in leadership has told the stories of White women. Since there are very low numbers of superintendents of color both male and female nationwide, there have been very few stories reported of women leaders of color (Brunner & Grogan, 2007). This article describes the leadership issues involved when one Black woman crossed a border (geographically and culturally) to lead a school district. Delia (pseudonym) became the first woman and the first person of color to lead a small suburban school district whose population was very different from what she was and what she knew. Delia was a participant in a study designed to investigate how women school superintendents promote and support social justice and democratic community building in their school districts. Six women participated in that study: three were African American, one was American Indian, and two were White. This article briefly describes that study and then focuses on Delia, one participant in it who took a risk to apply for her first superintendency in a district not far from her old district in miles but miles apart in population, ideology, and community values.

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Busari, Jamiu O. "#UsToo: implicit bias, meritocracy and the plight of black minority leaders in healthcare." BMJ Leader 3, no. 4 (October 11, 2019): 101–3. http://dx.doi.org/10.1136/leader-2019-000157.

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In the fall of 2017, the #MeToo movement ushered in one of the most astonishing revolts against the perils of workplace-related harassment. Several unsuccessful campaigns geared towards ending the harassment and subjugation of women in corporate organisations finally got a thrust that resulted in significant and far-reaching changes in many organisations. While the #MeToo movement highlighted the pains and struggles of gender inequality over the years, an unintended consequence has been the shadow it has cast over the plight of other minority groups facing harassment in the workplace. In several academic and healthcare (learning) environments, people of colour, like women, face explicit and implicit forms of harassment on a regular, if not daily basis. Unlike gender harassment, however, racial harassment affects both sexes with relatively more predominance among men. The effect of racial harassments does not just impact performance and self-confidence but also influences the opportunities available to black professionals to advance their academic and professional careers. In the academic and healthcare industries, the issue of how to tackle implicit bias and unfair practices is not clear-cut. While the subjugated feel the impact of bias, the perpetrators of the actions either lack the ability (or are unwilling) to acknowledge these biases. Furthermore, the complexities inherent to the different contexts make it problematic if not impossible, to call out racist behaviours. In this paper, a real-life case scenario is used to provide a scholarly analysis of the dynamics of racial harassment, implicit bias and the impact on minority leader roles in healthcare delivery.

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Mpasi, Priscilla, Rose Blackburne, Sherri Broadwater, June Colman, Wendi El-Amin, and Janine Clayton. "Sights on New Heights: Elevating Black Women Physicians as Leaders in the Healthcare Industry." Journal of the National Medical Association 112, no. 5 (October 2020): S22. http://dx.doi.org/10.1016/j.jnma.2020.09.153.

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Elton-Chalcraft, Sally, Ann Kendrick, and Alison Chapman. "Gender, race, faith and economics." Management in Education 32, no. 4 (September 23, 2018): 176–84. http://dx.doi.org/10.1177/0892020618788738.

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This article explores factors inhibiting or encouraging women and men from Black and Minority ethnic (BME) and also white backgrounds to pursue leadership positions in English schools. Data are drawn from a commissioned evaluation of three National College of Teaching and Leadership (NCTL)-funded courses which investigated the extent to which the 33 participants felt their course successfully prepared them to take on a leadership role. Findings showed that although primary aspirant head teachers and most women into secondary headship gained confidence and felt more competent as their courses progressed, their desire to become leaders, in some cases, decreased. The opposite was the case for the BME participants, most of whom cited, along with increased confidence and perceived competence, an increased desire to become middle leaders, despite some accounts of prejudicial treatment. Factors cited by participants as impacting negatively on their desire to become leaders included work–life balance, accountability, faith, economic factors (size of school, travel costs) and issues concerning gender, particularly for women participants, who saw themselves as leaders both at work and in the home. Findings provide an insight into the continuing structural inequalities experienced by a small sample of aspirant school leaders which have implications for future leadership preparation provision.

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Phendla, Thidziambi. "‘Metaphors of leadership, metaphors of hope …’: Life stories of black women leaders in South Africa." Africa Education Review 1, no. 2 (January 2004): 161–74. http://dx.doi.org/10.1080/18146620408566277.

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Horsford, Sonya Douglass. "This bridge called my leadership: an essay on Black women as bridge leaders in education." International Journal of Qualitative Studies in Education 25, no. 1 (February 2012): 11–22. http://dx.doi.org/10.1080/09518398.2011.647726.

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Chance, Nuchelle L. "A phenomenological inquiry into the influence of crucible experiences on the leadership development of Black women in higher education senior leadership." Educational Management Administration & Leadership 49, no. 4 (June 3, 2021): 601–23. http://dx.doi.org/10.1177/17411432211019417.

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Supported by the Crucibles of Leadership theory, this article explores how adverse experiences influence the leadership development of Black women in higher education senior leadership. I use phenomenology to explore how these leaders’ adverse lived experiences manifested as transformative crucible experiences with resilience, thus promoting leadership development. Black people have been continuously subject to adversity, while Black women have overcome the compounded adversities resulting from their intersectional identities. Reported lived adversities included physical, sexual, and verbal assault and abuse, adverse childhood experiences such as growing up in poverty, being raised by single parents, being subject to bullying, losing loved ones, discrimination, and health issues. Black women are resilient, and education has proven to be a lifeline regarding adversity, thus promoting leadership capabilities. They use adversity as fuel to overcome adverse crucible experiences, thus developing the necessary skills to prepare them for leadership. The results further reveal that Black women in higher education senior leadership experienced significant adverse experiences that manifested as crucible experiences by overcoming adversity. The findings reveal an association between their ability to develop the necessary leadership skills to advance their career and their lived adverse experiences.

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Commodore, Felecia. "Losing Herself to Save Herself: Perspectives on Conservatism and Concepts of Self for Black Women Aspiring to the HBCU Presidency." Hypatia 34, no. 3 (2019): 441–63. http://dx.doi.org/10.1111/hypa.12480.

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Historically Black Colleges and Universities (HBCUs) often come under criticism for being havens of conservatism (Harper and Gasman 2008). This conservatism can be found intertwined in some HBCUs’ presidential hiring processes. Focusing on the lack of gender parity in the HBCU presidency, through a Black Feminist Theory lens, I argue that HBCUs using these practices for the selection of Black women presidents create a conflict of self for aspirants who do not authentically subscribe to or perform conservatism. The philosophical ideas of authenticity, self‐esteem, and self‐respect are explored to explain how these expectations create barriers to aspirants achieving their goals and their authentic selves. Subjecting Black women leaders to these practices oppresses aspirants’ need for authenticity and leads to the replication of these conservative ideologies. I conclude that these barriers, in turn, narrow the HBCU presidential pipeline and perpetuate a lack of gender parity in HBCU leadership.

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Fuller, Edward, Liz Hollingworth, and Brian P. An. "Exploring intersectionality and the employment of school leaders." Journal of Educational Administration 57, no. 2 (April 8, 2019): 134–51. http://dx.doi.org/10.1108/jea-07-2018-0133.

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Purpose There is growing recognition of the importance of educator diversity. The purpose of this paper is to examine the production, placement and employment of school leaders as assistant principals, principals and school leaders in Texas by the intersection of race/ethnicity and gender over 23 years. Design/methodology/approach This is a quantitative study that employs multilevel logistic regression analysis to examine using 25 years of educator employment data from Texas. Findings The authors find descriptive evidence of an increase in diversity of school leaders driven by a decreasing percentage of white men educators and an increasing percentage of Latina educators. Important differences, however, emerge when examining assistant principal vs principal positions, particularly with respect to the odds of being hired. The authors find black male and Latino educators are more likely than white male educators to be hired as an assistant principal but are less likely than white male educators to be hired as a principal. Women educators, regardless of race/ethnicity were less likely to be hired as assistant principals or principals relative to white male educators. Women of color had the lowest odds of being hired in any position relative to white male educators. With respect to school leader preparation program accountability, the authors find few program characteristics associated with placement and differences between programs explained very little of the variation in placement rates, bringing into question efforts to hold programs accountable for such outcomes. Originality/value A longitudinal examination of racial/ethnic and gender intersectionality over 25 years is a unique contribution to the study of inequitable access to school leadership positions.

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Sandoval-Lucero, Elena, Tamara D. White, and Judi Diaz Bonacquisti. "Mentoring and Supervision for Women of Color Leaders in North American Higher Education." International Journal of Bias, Identity and Diversities in Education 5, no. 1 (January 2020): 18–45. http://dx.doi.org/10.4018/ijbide.2020010102.

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Reflecting on their mentoring and supervision experiences as Latina and Black women leaders in higher education, this article proposes that Women of Color employees are more effective when supervisors give them space to draw upon their own rich histories and cultural wealth in their professional lives. Viewed through the lens of Relational Cultural Theory, which grew out of the work of Jean Baker Miller and colleagues providing culturally relevant, affirmative supervision is a growth-fostering experience for both employee and supervisor. The tenants of RCT include authenticity, growth-fostering relationships, mutual empathy, and mutual empowerment as aspects of supervision that are particularly effective for employees with multiple intersected identities working in higher education spaces. The authors make recommendations for supervisor training that would allow supervisors to draw upon the cultural capital of their diverse employees to provide healing from oppression and build resilience through validation of cultural assets and approaches to leadership.

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Hossein, Caroline Shenaz. "A Black Perspective on Canada’s Third Sector: Case Studies on Women Leaders in the Social Economy." Journal of Canadian Studies 51, no. 3 (February 2018): 749–81. http://dx.doi.org/10.3138/jcs.2017-0040.r2.

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Jones, Maxine D. "Sarah H. Case. Leaders of Their Race: Educating Black and White Women in the New South." American Historical Review 124, no. 2 (April 1, 2019): 674–75. http://dx.doi.org/10.1093/ahr/rhz222.

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Goldmann, Kerry L. "Keepers of the Culture at 3201 Adeline Street." California History 98, no. 1 (2021): 98–120. http://dx.doi.org/10.1525/ch.2021.98.1.98.

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This article examines how the increase in the numbers of black-operated theaters between the 1960s and 1980s molded the character of black cultural and social movements in the West and nationally. The emphasis placed on institutionalizing black theater demonstrated a significant cultural front within the larger social, political, and economic conflicts of this era. These theatrical institutions were physical manifestations of the heart of Black Power campaigns, facilitating community outreach and sovereignty through separatism. Black theaters reflected local distinctions in leadership and ideology but within a broader, national call for black liberation and black autonomy. Professional theater impresarios Nora and Birel Vaughn began laying the foundations for their theater, the Black Repertory Group, in Oakland, California, in 1964. A repertory theater company performing in a fixed location, Black Rep would cycle through a repertoire of black-culture-specific plays, providing black performers and playwrights both recognition and income. Operating in a black-owned space gave Black Rep control over its productions and performance. Giving neighbors and community leaders the opportunity to participate behind the scenes or even perform in Black Rep theatrical productions endeared the troupe to its supporters, enmeshing Black Rep as a valued communal institution. Black Rep opened its space as an autonomous black community center, running voter registration drives, social and political gatherings, and classes in black culture and history that spread the values of the Black Arts and Black Power movements. In the right place at the right time, Black Rep led a black repertory theater movement that spanned the nation. More importantly, Black Rep survives to this day. It stands as a testament to the strength and vision of the women leaders of black theater, and to the values of coalition building, economic self-sufficiency, and community-based activism that guided its founders.

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Donawerth, Jane. "Body Parts: Twentieth-Century Science Fiction Short Stories by Women." PMLA/Publications of the Modern Language Association of America 119, no. 3 (May 2004): 474–81. http://dx.doi.org/10.1632/003081204x20532.

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This essay is a feminist, historical exploration of body parts in short science fiction stories by women. In early-twentieth-century stories about prostheses, blood transfusion, and radioactive experiments, Clare Winger Harris, Kathleen Ludwick, and Judith Merril use body parts to explore fears of damage to masculine identity by war, of alienation of men from women, and of racial pollution. In stories from the last quarter of the twentieth century, the South American author Angélica Gorodischer depicts a housewife's escape from oppressive domestic technology through time travel in which she murders male leaders, while Eileen Gunn offers a critique of bioengineering and sociobiology, satirizing fears of women in modern business and of erasure of identity in global corporate structures. An end-of-the-century fiction by the African American Akua Lezli Hope imagines a black woman altered through cosmetic surgery to become a tenor sax and critiques technologies that transform women's bodies into cultural signifiers of social function and class.

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Domingue, Andrea D. "“Our Leaders Are Just We Ourself”: Black Women College Student Leaders’ Experiences With Oppression and Sources of Nourishment on a Predominantly White College Campus." Equity & Excellence in Education 48, no. 3 (July 3, 2015): 454–72. http://dx.doi.org/10.1080/10665684.2015.1056713.

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Pal, T., A. Gjyshi, D. Rivers, E. Rocchio, A. Garcia, G. P. Quinn, and S. Vadaparampil. "Development of educational materials about inherited breast cancer in black women." Journal of Clinical Oncology 27, no. 15_suppl (May 20, 2009): 1536. http://dx.doi.org/10.1200/jco.2009.27.15_suppl.1536.

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1536 Background: Current educational materials about inherited breast and ovarian cancer (HBOC) have not been culturally tailored for the Black community, which may contribute to lower levels of awareness about this topic. Through an academic and community partnership, realized through a Community Advisory Panel (CAP) comprised of breast cancer survivors, advocates, community leaders, and health care providers, this need was identified. Methods: Utilizing a phased approach implemented through this academic and community partnership, a culturally tailored brochure and booklet about HBOC for the Black community were developed and reviewed. To evaluate the brochure, three focus groups were conducted by race-concordant moderators. HBOC was discussed with Black women from diverse backgrounds, including those with and without breast cancer (n = 46). Summaries were created from audiotapes and handwritten notes and content was analyzed based on Grounded Theory, after which the brochure was revised. Similarly, revisions to the booklet were made based on feedback obtained about the brochure. Materials were then presented to the CAP for re-review. Results: From this iterative process, the key content identified as areas for improvement were: (1) Inclusion of breast cancer information specific to Black women; (2) Use of the term “Black”; (3) Inclusion of African American flag colors; (4) Clarification of the concept of genetic counseling; and (5) Enhancing relevance of information for young women. Conclusions: The CAP and study participants recognized the need for culturally relevant educational materials addressing HBOC in the Black community. Their feedback identified important areas for improvement which have been implemented in the design of a culturally tailored brochure that is available for widespread dissemination. Further evaluation of the booklet is currently in progress. No significant financial relationships to disclose.

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Malachias, Rosangela. "Mulheres líderes em Educação. Da Baixada Fluminense para o mundo." Interfaces Brasil/Canadá 18, no. 3 (December 31, 2018): 13. http://dx.doi.org/10.15210/interfaces.v18i3.14553.

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O artigo descreve reflexivamente as etapas concluídas e bem sucedidas do Projeto de Pesquisa e Extensão iniciado em 2015 na Universidade do Estado do Rio de Janeiro, campus FEBF – Faculdade de Educação da Baixada Fluminense em Duque de Caxias, RJ, Brasil. A narrativa transita entre pessoalidade e impessoalidade compatíveis ao deslocamento identitário (HALL) da autora, que também é uma mulher negra, docente em uma universidade pública brasileira, protagonista e mediadora das ações construídas coletivamente com estudantes. A autodefinição e a autoavaliação (COLLINS) tem sido uma característica de pesquisas produzidas por e sobre mulheres negras.Palavras chave: Mulheres Negras – Líderes – Educação – Educomunicação - Diálogos. ABSTRACT The article describes the successful stages of the Research and Extension Project begun in 2015 at the Rio de Janeiro State University (UERJ), School of Education from Baixada Fluminense (FEBF) in Duque de Caxias, RJ, Brazil. The narrative transits between personal and not personal style that is compatible with the author's displacement (HALL), as a black woman, a teacher at a Brazilian public university, and a protagonist and mediator of the actions constructed collectively with students. Self-definition and self-evaluation (COLLINS) has been a feature of research produced by and about black women. Keywords: Black Women - Leaders - Education - Educommunication - Dialogues.

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Stewart, Carol. "How diverse is your pipeline? Developing the talent pipeline for women and black and ethnic minority employees." Industrial and Commercial Training 48, no. 2 (February 1, 2016): 61–66. http://dx.doi.org/10.1108/ict-09-2015-0059.

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Purpose – Research shows that companies with a diverse leadership perform better financially. Having a diverse board encourages constructive and challenging dialogue which is key to the effective functioning of any board. However, in the UK, women and black and minority ethnic (BAME) employees still lag behind when it comes to representation at senior management and board level. The purpose of this paper is to highlight the importance of having a diverse talent pipeline of women and BAMEs and offer practical solutions on how this can be achieved. Design/methodology/approach – A mixture of data, analysis, experience and practice forms the basis of the paper, drawing from research on diversity, leadership development, executive boards and developing the talent pipeline. It looks at current initiatives being used in organisations to develop aspiring leaders. Findings – Executive boards are ill representative of the diversity of the working population. Having diversity in the boardroom allows for rich dialogue and better business decisions. In order to address the issue, organisations need to develop a talent pipeline that includes women and BAMEs. There are practical solutions that can be applied to achieve this. Not only does this make good business sense from an economical perspective, it also helps to maintain empowered, motivated and engaged employees. Originality/value – This paper outlines initiatives that organisations can apply to develop the talent pipeline for women and BAME employees and in doing so, retain high performing, aspiring leaders, whilst supporting action to increase diversity and inclusion in the boardroom.

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Israel, Charles A. "Leaders of Their Race: Educating Black and White Women in the New South by Sarah H. Case." Journal of Southern History 85, no. 1 (2019): 204–5. http://dx.doi.org/10.1353/soh.2019.0052.

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Kuschel, Katherina, and Erica Salvaj. "Opening the “Black Box”. Factors Affecting Women’s Journey to Top Management Positions: A Framework Applied to Chile." Administrative Sciences 8, no. 4 (October 20, 2018): 63. http://dx.doi.org/10.3390/admsci8040063.

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The issue of women’s participation in top management and boardroom positions has received increasing attention in the academic literature and the press. However, the pace of advancement for women managers and directors continues to be slow and uneven. The novel framework of this study organizes the factors at the individual, organizational and public policy level that affect both career persistence and the advancement of women in top management positions; namely, factors affecting (1) career persistence (staying at the organization) and (2) career advancement or mobility (getting promoted within the organization). In the study location, Chile, only 32 percent of women “persist”, or have a career without interruptions, mainly due to issues with work–family integration and organizational environments with opaque and challenging working conditions. Women who “advanced” in their professional careers represent 30 percent of high management positions in the public sector and 18 percent in the private sector. Only 3 percent of general managers in Chile are women. Women in Chile have limited access and are still not integrated into business power networks. Our findings will enlighten business leaders and public policy-makers interested in designing organizations that retain and promote talented women in top positions.

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Johnson, Natasha N. "Balancing race, gender, and responsibility: Conversations with four black women in educational leadership in the United States of America." Educational Management Administration & Leadership 49, no. 4 (February 11, 2021): 624–43. http://dx.doi.org/10.1177/1741143221991839.

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This article focuses on equitable leadership and its intersection with related yet distinct concepts salient to social justice pertinent to women and minorities in educational leadership. This piece is rooted and framed within the context of the United States of America, and the major concepts include identity, equity, and intersectionality—specific to the race-gender dyad—manifested within the realm of educational leadership. The objective is to examine theory and research in this area and to discuss the role they played in this study of the cultures of four Black women, all senior-level leaders within the realm of K-20 education in the United States. This work employed the tenets of hermeneutic phenomenology, focusing on the intersecting factors—race and gender, specifically—that impact these women’s ability and capability to perform within the educational sector. The utilization of in-depth, timed, semi-structured interviews allowed participants to reflect upon their experiences and perceptions as Black women who have navigated and continue to successfully navigate the highest levels of the educational leadership sphere. Contributors’ recounted stories of navigation within spaces in which they are underrepresented revealed the need for more research specific to the intricacies of Black women’s leadership journeys in the context of the United States.

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Funk, Kendall D. "Local Responses to a Global Pandemic: Women Mayors Lead the Way." Politics & Gender 16, no. 4 (July 14, 2020): 968–74. http://dx.doi.org/10.1017/s1743923x20000410.

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AbstractEven before the novel coronavirus, COVID-19, was declared a pandemic, prominent women mayors in the United States enacted proactive and innovative policies to prevent local outbreaks and soften the social and economic repercussions. Several Black women mayors, in particular, have led the way in local pandemic response efforts. This article identifies four major features of these and other women mayors’ early responses. First, women mayors demonstrated proactive leadership even when faced with pushback. Second, these mayors advocated for transparent and evidence-based decision-making at all levels of government. Third, they enacted measures to protect vulnerable communities and reduce disparities. Fourth, they actively shared advice on best practices and lessons learned, and provided examples for other local leaders to follow. The article concludes by situating these responses in the larger research on gender and leadership and asks whether these women's actions are unique or part of a systematic trend of gendered responses to the pandemic.

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Butler, Johnnella E. "Transcending the Talented Tenth: Black Leaders and American Intellectuals. Joy JamesBlack Women in the Academy: Promises and Perils. Lois Benjamin." Signs: Journal of Women in Culture and Society 25, no. 3 (April 2000): 915–18. http://dx.doi.org/10.1086/495490.

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Rosette, Ashleigh Shelby, and Robert W. Livingston. "Failure is not an option for Black women: Effects of organizational performance on leaders with single versus dual-subordinate identities." Journal of Experimental Social Psychology 48, no. 5 (September 2012): 1162–67. http://dx.doi.org/10.1016/j.jesp.2012.05.002.

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Sisco, Stephanie. "Race-Conscious Career Development: Exploring Self-Preservation and Coping Strategies of Black Professionals in Corporate America." Advances in Developing Human Resources 22, no. 4 (August 20, 2020): 419–36. http://dx.doi.org/10.1177/1523422320948885.

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The Problem Corporations have maintained a history of operating as racialized social systems that contribute to racial divisions and inequities in the workplace. Despite this reality, there have been high-achieving Black men and women who have overcome limitations and unfavorable circumstances. In this study, resilience to racial bias in corporate America is explored through the lived experience of Black professionals by using a phenomenological research method. The Solution Race, racism, and workplace incivility are discussed in a conceptual framework to examine how racial bias still exists in the workplace and to contextualize the participants’ experiences. As a result of the findings, self-preservation and coping strategies are identified to provide insight into how the participants overcame social and racial barriers that influence their professional identities and career development in corporate America. The Stakeholders This research is intended to inform organizational leaders and career development researchers and specialists who are invested in the advancement of Black professionals and the communities they represent. This study also has implications for human resource developers and researchers who seek to minimize racial bias against Black professionals through racial discourse and race-conscious research.

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Triratnawati, Atik, Rani Ditya Kristianti, Aldo Pandega Putra, and Pandu Bagas Setyaji. "The Effort to Decrease Maternal and Child Mortality Rates through Cultural Transformation." International Journal of Public Health Science (IJPHS) 5, no. 1 (March 1, 2016): 84. http://dx.doi.org/10.11591/ijphs.v5i1.4768.

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Maternal and infant mortality in Ende is still high, but research related a social science is rare. The cultural aspect and medical factors such as the lack of primary health care services are also play a role. This study aims are to identifying and formulate the local cultural transformation as a way to solve maternal and infant mortality. This ethnographic research was conducted in 2013. The study carried not only interviews, but also observation towards reproductive-age women, heads of family, traditional birth attendants, doctors, midwives, local leaders, adat leaders, pastors and sisters, local government officials, and head of health district at Ende. Data is analysed phenomenologically. The strong belief to adat and local tradition has implication to people’s attitude towards traditional birth attendants. Traditional birth attendants hold superior position in the community. They also have strong influence due to their ability to massage, correctly guess infant’s sex, reposition infant in the womb, and stop bleeding during labor. Maternal and/or infant mortality has nothing to do with traditional birth attendants because local people believe that such case happens as a result of hex or black magic called ru’u. Anemia, bleeding, food taboo, and incorrect diet pattern worsen the overall condition of pregnant women. Cultural transformation is done by alternating TBAs practices in massaging pregnant women. TBAs are encouraged to massage pregnant women’s back instead of stomach since pregnant women often have to deal with low back pain during pregnancy.

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Triratnawati, Atik, Rani Ditya Kristianti, Aldo Pandega Putra, and Pandu Bagas Setyaji. "The Effort to Decrease Maternal and Child Mortality Rates through Cultural Transformation." International Journal of Public Health Science (IJPHS) 5, no. 1 (March 1, 2016): 84. http://dx.doi.org/10.11591/.v5i1.4768.

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Maternal and infant mortality in Ende is still high, but research related a social science is rare. The cultural aspect and medical factors such as the lack of primary health care services are also play a role. This study aims are to identifying and formulate the local cultural transformation as a way to solve maternal and infant mortality. This ethnographic research was conducted in 2013. The study carried not only interviews, but also observation towards reproductive-age women, heads of family, traditional birth attendants, doctors, midwives, local leaders, adat leaders, pastors and sisters, local government officials, and head of health district at Ende. Data is analysed phenomenologically. The strong belief to adat and local tradition has implication to people’s attitude towards traditional birth attendants. Traditional birth attendants hold superior position in the community. They also have strong influence due to their ability to massage, correctly guess infant’s sex, reposition infant in the womb, and stop bleeding during labor. Maternal and/or infant mortality has nothing to do with traditional birth attendants because local people believe that such case happens as a result of hex or black magic called ru’u. Anemia, bleeding, food taboo, and incorrect diet pattern worsen the overall condition of pregnant women. Cultural transformation is done by alternating TBAs practices in massaging pregnant women. TBAs are encouraged to massage pregnant women’s back instead of stomach since pregnant women often have to deal with low back pain during pregnancy.

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Worsham, Kimberly, Ruth Sylvester, Georgia Hales, Kelsey McWilliams, and Euphresia Luseka. "Leadership for SDG 6.2: Is Diversity Missing?" Environmental Health Insights 15 (January 2021): 117863022110318. http://dx.doi.org/10.1177/11786302211031846.

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Diversity, Equity, and Inclusion in the global sanitation sector have not been the subject of extensive investigation or scrutiny. However, without diverse leadership, the sector will continue to experience failure, inefficient use of dwindling resources, and overall low sanitation coverage rates, with 2 billion people lacking sanitation access. This research presents the first quantitative study of sanitation leadership demographics. The results revealed that older, white males from High-Income Countries comprised over a third of all leadership positions. This research found that two-thirds of all sanitation leaders were white, with white leaders 8.7 times more likely to hold multiple positions across different organizations than Black, Indigenous, or other People of Color. Eighty-eight out of one hundred organizations were headquartered in a High-Income Country, and western institutions dominated education data. Black, Indigenous, and other Women of Color were the least represented group, highlighting the importance of an intersectional perspective when discussing gender and racial equality. These issues must be urgently addressed if the Sustainable Development Goal 6.2 targets are to be met effectively. Institutional reform, inclusive hiring policies, and transforming individual attitudes are starting points for change. More organizational data should be made available, and further research needs to be conducted on these topics if a change is to be seen in time for 2030.

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Ngunjiri, Faith Wambura. "“I Am Because We Are”." Advances in Developing Human Resources 18, no. 2 (April 11, 2016): 223–42. http://dx.doi.org/10.1177/1523422316641416.

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The Problem Although there are women leading in various sectors within African societies and institutions, very little research has been done to explore and explain their experiences within their cultural, economic, social, historical, and political context. To have a deeper understanding of women’s leadership globally, there must be studies of women’s leadership within specific local contexts. The Solution This article explicates women’s leadership under the ubuntu worldview, with implications for application in contemporary organizations beyond the African context. Ubuntu reflects the African understanding of the essence of humanity. Guided by Black feminist theorizing, the study employed portraiture qualitative approach; in-depth interviews with women leaders provided illustrative quotes about spirituality, interdependence, unity, and community building. The Stakeholders The article is aimed at both leadership scholars and leadership training practitioners with a focus on the African context.

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Squires, Catherine R., and Aisha Upton. "The Color of Money or How to Redesign a “Monument in Your Pocket”." Humanity & Society 44, no. 1 (December 6, 2018): 12–36. http://dx.doi.org/10.1177/0160597618814887.

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In 2016, the Treasury Department announced that the redesigned $20 bill would feature Harriet Tubman on its front, sparking jubilation from women activists who had campaigned for female representation on paper currency, which leaders referred to as a “monument in your pocket.” But the redesign also brought sharp rebukes from white conservatives, including Republican presidential candidates, who accused the Treasury of capitulating to “political correctness” at the expense of the honor and memory of President Andrew Jackson. This essay uses a comparative content analysis of dominant and people-of-color-focused news and editorial coverage of the redesign to incite a reparative, black feminist reading of how news contributors shaped and reshaped public memories of Tubman and Jackson.

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Journal articles on the topic 'Black Women Leaders'

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