Overview
This master’s thesis—presented at California State University, Channel Islands, by Lora Mei McManus, M.A.—is a phenomenological qualitative study of women of color currently serving as heads of NAIS schools. Guided by the research question, “What are the lived experiences of women of color heads of independent schools as it pertains to race and gender?,” particular attention was paid to how they perceived their race and gender to impact interactions with stakeholders—students, faculty, staff, parents, and the board of trustees.
Executive Summary
Using semi-structured interviews, this study aims to being to fill the void of research on the lived experiences of women of color in head of school positions, focusing on interactions with students, parents, board members, faculty, and staff. Critical race theory (CRT) and intersectionality theory informed the methodology and data collection of this study. Five key themes emerged:
- Co-researchers frequently commented on the lack of representation in a white- and male-dominated field, expressing feelings of loneliness and the resulting need for self-advocacy. This experience is also punctuated by what McManus calls white shock from visitors, prospective parents, and others who expressed surprise upon discovering that the head does not fit phenotypical stereotypes.
- When interacting with white constituents, co-researchers perceived an ongoing expectation of a higher level of proof of qualifications, implying that access does not equate belonging and resulting in imposter syndrome. When discussing issues of race with stakeholders, heads of color alluded to the need to enlist likeminded white allies to message from a more palatable position. Co-researchers also reported wondering whether effusive praise from constituents served more to convey feelings of shock that a woman of color could be successful, rather than genuine recognition of accomplishments.
- Co-researchers reflected on the need to constantly balance being true to themselves, whist simultaneously molding themselves, not to please, but simply to seen and recognized in a white male-dominated field. Furthermore, colorism was also present as white-passing and/or lighter skinned women of color expressed the privilege and benefits of their appearance when interacting with stakeholders.
- Despite the challenges, heads of color found great joy and fulfillment in their work, as well as pride in representing their culture and community. This also is accompanied by a responsibility, especially in a primarily white institution, to serve as an educator and advocate to disrupt ignorance and hold others accountable.
- For students and families of color, a woman of color head of school is a highly significant mirror, often signifying hope, safety, and common understanding. For white students, women of color are influential windows to disrupt stereotypes from an early age.
McManus concludes with recommendations from current women of color heads of school to future leaders of color, calling for solidarity, steadfast determination, and personal integrity. Women of color in independent school headships have powerful implications for future generations of children.