What can urban school systems learn about supporting and retaining African-American women leaders from African-American women leading in public charter systems?

Abstract

America is becoming more ethnically diverse, creating a significant demographic shift in the student composition in America’s public schools. To respond to the increase in student diversity, America’s systems and structures must evolve to support the unique needs of a nonhomogeneous population, including the dismantling of systems and structures that promote conscious and unconscious bias, discrimination, and unequal treatment for marginalized people. The purpose of this study was to assess how public charter school systems retain and support diverse leaders, more specifically African-American women serving as the most senior leader in their organization. The factors considered were: (a) attractors to the organization, (b) how they are valued in/by the organization, (c) their ability to progress in the organization, (d) the level of development they experience in the organization, while also (e) evaluating their social, emotional, and professional well-being. To provide context to the research, the researcher used the Feminist Standpoint Theory (FST) and Intersectionality Theory (IT). Through these lenses, the researcher addresses the organizational factors and practices that have fostered an environment where African-American women in the senior-most level role in their public charter organization feel supported. The researcher used a qualitative, phenomenological study method to understand these factors and practices through the voices of 12 African-American women serving as the most senior leader in their charter organization. It was found that African-American women want to experience a psychologically safe work environment, work in organizations that are inclusive, have established community, and are making financial and professional development investments in African-American women leaders.