Black Women School Leaders: Building Effective Schools Against the Odds

Vuyisile Msila

doi:10.17583/generos.8925

Abstract

Opportunities have been opening for women since the promulgation of the post-apartheid South African Constitution, which advocates social justice and fairness, including gender and racial equity. However, critics have claimed that women in leadership positions are still a small percentage and hence transformative initiatives need to be implemented when it comes to gender equity. This case study focuses on black women school leaders in eight secondary schools. It focuses on narratives and the leaders’ understanding of their roles in leading schools. The study explored the roles of black feminism, feminist consciousness and consciousness raising among black school women leaders. The major conclusions demonstrate that black women have three factors to address and these are gender, race and patriarchy. It also shows that it does not help to focus on patriarchy alone and that a revolutionary lens is critical. Furthermore, women leaders use resilience and eclectic approaches to leadership as well as building feminist consciousness through empowerment of small groups in their schools.

Highlights

Opportunities have been opening for women since the promulgation of the post-apartheid South African Constitution of 1996, which advocates social justice and fairness, including gender and racial equity
Critics have claimed that women in leadership positions are still a small percentage, more transformative initiatives need to be implemented when it comes to gender equity
Se han abierto oportunidades para las mujeres desde la promulgación de la Constitución sudafricana posterior al apartheid de 1996, que aboga por la justicia social y la equidad, incluida la igualdad de género y racial

Summary

Introduction

Opportunities have been opening for women since the promulgation of the post-apartheid South African Constitution of 1996, which advocates social justice and fairness, including gender and racial equity. Burton et al (2020:2) state: Jean-Marie’s (2013) work about Black female principals found her participants, like many Black female school leaders, were placed in low performing schools and pigeonholed as “fixers” (Brown, 2005; McCray et al, 2007). They faced the “triple jeopardy” of gender racism and ageism by those they supervised, parents and community members, and their superintendents. They experienced subtle biting comments about their capabilities to be successful and had to engage in additional work to access their leadership positions

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Conclusion