When a Black man is in the principal’s office: Black male leaders navigating racialized spaces

Abstract

This study describes the experiences of fourteen Black male principals or heads of school navigating racialized spaces, including the politics of race, and experienced racism in educational settings as well as in school leadership. Data analysis utilized a critical race theory (CRT) and culturally sensitive methodological and interpretive framework. The data analysis revealed themes associated with identity scrutiny, right to lead, meritocracy and color evasiveness, all falling within the white gaze paradigm. However, the results also suggest a demonstrable pathway for Black leaders to successfully navigate the pitfalls of the white gaze and experienced negative professional and personal reactions to this phenomenon. This self-developmental journey is marked by increasing self-awareness, self-efficacy and a growing Black identity. A developmental model is proposed which could be deployed to coach and develop these school building-level leaders and accelerate the learning curve. Thus improving leader’s sense of positive well-being, leadership impact, while decreasing retention risks.