Dissertation writing help - Stories of social justice from superintendents of color: intersections of resistance
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Existing literature on public school superintendents of color emphasize how these leaders leverage personal characteristics of resiliency, a commitment to equity and networking to overcome obstacles to entry and retention in the superintendence. Thus, this literature fails to address with detail the nature of the resistance these administrators face from across the range of educational stakeholders and how the administrators purposely respond to such countervailing pressures within organizational contexts specific to their social justice efforts. Research questions of this study included:
1) What strategies do superintendents of color use to enact social justice?
2) What resistances are they showing as they enact social justice?
3) How do they tackle these resistances? and
4) What responsibility does the superintendents' race play in the resistances they face and how they respond to the resistances?
This qualitative study is theoretically framed within a feminist post structural perspective of social justice leadership as resistance. Data collection added interviews of six superintendents of color, district administrators and school, and school board members in districts that have appreciably raised the achievement of marginalized students in integrated settings. The superintendents of color engaged stakeholders with inequities in their districts and created more equitable educational institutions by building individual educator ability for change through reflective practice and prescribing inclusive pedagogy relevant to all students. These leaders faced resistance to their efforts from various sources, yet were steadfast to their visions of equity and excellence. Findings contribute to the knowledge base of district-level administration reform efforts for social justice and to the support and preparation of administrators of color in a profession in which they remain a disproportionate minority.