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'I Want to Speak to a White Person': Daily Microaggressions and Resilient Leadership

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Title: 'I Want to Speak to a White Person': Daily Microaggressions and Resilient Leadership
Language: English
Authors: Cyr, Daron (ORCID 0000-0003-4131-9918), Weiner, Jennie, Burton, Laura
Source: Journal of Cases in Educational Leadership. Dec 2021 24(4):60-73.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Racial Bias, Racial Discrimination, Resilience (Psychology), Leadership, Leadership Styles, African American Teachers, Women Administrators, Principals, Gender Bias, Gender Discrimination, Case Method (Teaching Technique)
Geographic Terms: New Jersey
DOI: 10.1177/1555458921997527
ISSN: 1555-4589
Abstract: This case study blends the accounts of 10 Black women who engaged in a research study on their experiences of microaggressions when serving as school leaders, to tell the story of one Black female principal in a mostly White suburban district. We describe the ways the environment enabled and perpetuated gendered racist incidents at multiple levels and detail some of the microaggressions affecting her career path, leadership, and community interactions, as well as the ways she overcomes these obstacles and persists. We contextualize this narrative in the literature around gender, race, and school leadership, in studies of gendered racism, and finally in White allyship scholarship. We conclude by posing questions around whose responsibility it is to address these issues, and the structural changes necessary to do so.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1315200
Database: ERIC
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  Data: 'I Want to Speak to a White Person': Daily Microaggressions and Resilient Leadership
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Cases+in+Educational+Leadership%22"><i>Journal of Cases in Educational Leadership</i></searchLink>. Dec 2021 24(4):60-73.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Racial+Bias%22">Racial Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Discrimination%22">Racial Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Teachers%22">African American Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Women+Administrators%22">Women Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Bias%22">Gender Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Discrimination%22">Gender Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Method+%28Teaching+Technique%29%22">Case Method (Teaching Technique)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22New+Jersey%22">New Jersey</searchLink>
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  Data: 10.1177/1555458921997527
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  Data: This case study blends the accounts of 10 Black women who engaged in a research study on their experiences of microaggressions when serving as school leaders, to tell the story of one Black female principal in a mostly White suburban district. We describe the ways the environment enabled and perpetuated gendered racist incidents at multiple levels and detail some of the microaggressions affecting her career path, leadership, and community interactions, as well as the ways she overcomes these obstacles and persists. We contextualize this narrative in the literature around gender, race, and school leadership, in studies of gendered racism, and finally in White allyship scholarship. We conclude by posing questions around whose responsibility it is to address these issues, and the structural changes necessary to do so.
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        Value: 10.1177/1555458921997527
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      – Text: English
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      – SubjectFull: Racial Discrimination
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      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Leadership
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      – SubjectFull: Leadership Styles
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      – SubjectFull: African American Teachers
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      – SubjectFull: Women Administrators
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      – SubjectFull: Principals
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      – SubjectFull: Gender Bias
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      – SubjectFull: Gender Discrimination
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      – SubjectFull: Case Method (Teaching Technique)
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            NameFull: Burton, Laura
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