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A Holistic Black Feminist Framework for Thriving in Leadership

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Title: A Holistic Black Feminist Framework for Thriving in Leadership
Language: English
Authors: Erin Harper, April D. Turner, Aleah Hayes, Areana Padilla, Carleta A. Joseph, Celeste M. Malone, Amber M. Sessoms, Nikki T. Sutton
Source: Communique. 2026 54(6):20-23.
Availability: National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Peer Reviewed: N
Page Count: 4
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Descriptors: African American Leadership, Holistic Approach, Feminism, School Psychology, Females, School Psychologists, Coping, Cultural Relevance, Barriers
ISSN: 0164-775X
Abstract: Black women have made innumerable contributions to school psychology through practice and research, while also playing a pivotal role in promoting social justice through their professional advocacy and leadership. In this second article of a three-part series on Black feminist leadership, the authors explore the challenges Black women face as leaders in school psychology, as well as culturally informed coping strategies that maintain well-being and foster more affirming environments. They also offer specific policy and practice recommendations to help school psychology organizations be more inclusive of Black women and other minoritized school psychologists, and Dr. Celeste Malone presents about hypervisibility and how Black female leaders engage in self-preservation by channeling their emotions into advocacy and organizational change.
Abstractor: ERIC
Entry Date: 2026
Access URL: https://www.nasponline.org/resources-and-publications/cq-archive
Accession Number: EJ1505906
Database: ERIC
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  Value: <anid>AN0191866831;[10uj]01mar.26;2026Feb26.06:16;v2.2.500</anid> <title id="AN0191866831-1">A Holistic Black Feminist Framework for Thriving in Leadership </title> <hd id="AN0191866831-2">This article introduces a holistic Black feminist framework for thriving in school psychology leadership. While rooted in the lived experiences of Black women, the strategies explored offer valuable insights for all school psychologists seeking to lead with resilience, authenticity, and care.</hd> <p> <bold>black women have made</bold> innumerable contributions to school psychology through practice and research, while also playing a pivotal role in promoting social justice through their professional advocacy and leadership ([<reflink idref="bib13" id="ref1">13</reflink>]; [<reflink idref="bib17" id="ref2">17</reflink>]). They perform this work out of a commitment to Black youth and community uplift, but it carries emotional, mental, and sometimes physical costs. Black female leaders' legitimacy is often questioned, and they may feel pressure to prove themselves because their actions are more likely to be scrutinized ([<reflink idref="bib10" id="ref3">10</reflink>]).</p> <p>These feelings of hypervisibility are counterbalanced by simultaneous feelings of invisibility as Black female leaders may feel like their viewpoints are not represented, considered, or valued in decision-making. This may lead to Black women disengaging with leadership or even leaving the profession altogether ([<reflink idref="bib20" id="ref4">20</reflink>]). The loss of their valuable knowledge and expertise harms school psychology and restricts its capacity to develop into a profession that effectively supports youth and communities of color.</p> <p>However, Black female school psychologists also draw on their cultural strengths to navigate hostile professional environments. They use Black feminist leadership strategies, such as organizing, self-advocacy, and community care, to resist negative messages about their competence and create space for themselves.</p> <p>In this second article of our three-part series on Black feminist leadership, we explore the challenges Black women face as leaders in school psychology, as well as culturally informed coping strategies that maintain well-being and foster more affirming environments. We also offer specific policy and practice recommendations to help school psychology organizations be more inclusive of Black women and other minoritized school psychologists, and we hear from Dr. Celeste Malone about hypervisibility and how Black female leaders engage in self-preservation by channeling their emotions into advocacy and organizational change.</p> <hd id="AN0191866831-3">Challenges Black Women Experience in Leadership</hd> <p>As Black women work to lead and shape school psychology into a more culturally inclusive and affirming profession, they face and may internalize various challenges that impact their mental and physical health, career paths, leadership development, and sense of belonging.</p> <hd id="AN0191866831-4">Systemic Challenges</hd> <p>Systemic challenges are obstacles rooted in institutional and organizational structures, policies, and cultural norms that sustain racial and gender inequities. These obstacles make it harder for Black women to obtain leadership roles and succeed in them. For example, while White women often face "glass ceilings"—invisible barriers to leadership—Black women and other women of color face "concrete ceilings" instead. These barriers are nearly impossible to break through, and unlike glass, block any view of upward mobility ([<reflink idref="bib5" id="ref5">5</reflink>]).</p> <p>This reality is evident in the small number of Black women in top school psychology leadership roles, as well as their late entry into these positions. For example, two members of our writing team, Dr. Amber Sessoms and Carleta Joseph, were the first people of color to become presidents of their state associations in 2022 and 2023, respectively. Sponsorship is essential to shattering this barrier and helping Black women enter leadership roles ([<reflink idref="bib13" id="ref6">13</reflink>]).</p> <p>One factor maintaining the concrete ceiling is the scarcity of Black women in higher-level leadership to serve as role models and mentors for new leaders ([<reflink idref="bib5" id="ref7">5</reflink>]). Black female leaders are more likely to face "glass cliffs," or appointments to positions with a higher risk of failure (such as in underperforming organizations or during times of crisis). They are then blamed for failures and pushed out, even though others are aware of the challenges. While this trend affects White women and men of color too, Black women and other women of color are especially vulnerable because of the combined effects of sexism and racism that exclude them from professional networks and restrict access to resources ([<reflink idref="bib5" id="ref8">5</reflink>]; [<reflink idref="bib19" id="ref9">19</reflink>]).</p> <hd id="AN0191866831-5">Interpersonal Challenges</hd> <p>Black women are also more likely to face challenges from colleagues that undermine their authority and expertise. Black female leaders encounter gendered racial microaggressions, such as negative messages about their competence and intelligence, having their authority questioned, being excluded from meetings and social events, and being ignored by coworkers ([<reflink idref="bib7" id="ref10">7</reflink>]; [<reflink idref="bib10" id="ref11">10</reflink>]). Black female school psychologists experience this discrimination not only from colleagues but also from parents and students ([<reflink idref="bib16" id="ref12">16</reflink>]).</p> <p>These experiences are further magnified in leadership positions. When Black women first join organizations, they may be supported by White colleagues who paternalistically treat them as "pets" who need their support to succeed. But as Black women become successful and defy low expectations, they may be seen as "threats," as formerly supportive White colleagues withdraw their support and undermine their success. The ongoing experiences of gendered racial microaggressions, coupled with the pet-to-threat phenomenon, contribute to Black women's limited career advancement and push-out from leadership roles ([<reflink idref="bib21" id="ref13">21</reflink>]).</p> <hd id="AN0191866831-6">Individual Challenges</hd> <p>The negative messages Black women receive from their institutions and peers about their leadership skills create an environment of imposterization, leading them to question their own capabilities despite past successes ([<reflink idref="bib8" id="ref14">8</reflink>]; [<reflink idref="bib14" id="ref15">14</reflink>]). In response, Black women adopt identity-shifting behaviors to fit in, appear less threatening, or challenge stereotypes. For example, they may embrace the "Strong Black Woman" schema by showing a relentless work ethic and hiding emotions to maintain an image of strength despite adversity ([<reflink idref="bib5" id="ref16">5</reflink>]).</p> <p>However, the pressure to overperform and remain emotionally stoic in the face of discrimination can result in burnout, anxiety, and health issues ([<reflink idref="bib9" id="ref17">9</reflink>]). This adds to feelings of guilt, embarrassment, and diminished self-esteem triggered by gendered racial microaggressions ([<reflink idref="bib10" id="ref18">10</reflink>]). Additionally, Black female leaders often feel lonely and isolated in their organizations due to the scarcity of other Black women and people of color, along with mistrust of colleagues ([<reflink idref="bib18" id="ref19">18</reflink>]). The systemic, interpersonal, and personal challenges faced by Black women intersect, creating a cycle of disadvantage that hinders their leadership opportunities and success.</p> <hd id="AN0191866831-7">Addressing Individual and Interpersonal Challenges</hd> <p>Despite these challenges, Black women continue to succeed in obtaining and excelling in school psychology leadership roles by drawing on culturally informed strategies to cope and heal (see Table 1). The following recommendations are offered as meaningful ways to support and sustain Black female leaders and address the individual and interpersonal challenges outlined above.</p> <p>TABLE 1 Naming the Barriers, Shaping the Solutions: A Framework for Supporting Black Women Leaders</p> <p> <ephtml> <table><thead><tr><th align="left">LEVEL AND DEFINITION</th><th align="center">EXAMPLES OF CHALLENGES</th><th align="center">RECOMMENDATIONS</th></tr></thead><tbody><tr><td><bold>Systemic Challenges</bold> Barriers within institutions (e.g., policies, practices, and cultural norms) that perpetuate racial and gender inequities and limit Black women's access to and success in leadership.</td><td><list list-type="Bullet"><list-item><p>■ Biased recruitment and retention practices</p></list-item><list-item><p>■ Racism in graduate education</p></list-item><list-item><p>■ Tokenism</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>■ Organizational focus groups to hear what marginalized leaders want/need</p></list-item><list-item><p>■ Equity audits to see if organizational policies disproportionately affect Black women</p></list-item><list-item><p>■ Antidiscrimination policies with clear consequences for violation</p></list-item></list></td></tr><tr><td><bold>Interpersonal Challenges</bold> Barriers that occur through interactions with others in professional and academic settings.</td><td><list list-type="Bullet"><list-item><p>■ Gendered racial microaggressions</p></list-item><list-item><p>■ Discrimination</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>■ Culturally responsive community care (e.g., formal mentorship programs to support new and emerging leaders)</p></list-item><list-item><p>■ Professional development on recognizing and addressing microaggressions</p></list-item><list-item><p>■ Educating colleagues about the unique experiences of Black women and other marginalized school psychologists</p></list-item></list></td></tr><tr><td><bold>Individual Challenges</bold> Personal challenges shaped by systemic and interpersonal oppression</td><td><list list-type="Bullet"><list-item><p>■ Internalization of societal and interpersonal messages</p></list-item><list-item><p>■ Pressure to overachieve</p></list-item><list-item><p>■ Pressure to "remain composed" or suppress emotional expression</p></list-item><list-item><p>■ Imposterization</p></list-item><list-item><p>■ Loneliness</p></list-item><list-item><p>■ Stereotype</p></list-item><list-item><p>■ Low self-concept</p></list-item></list></td><td><list list-type="Bullet"><list-item><p>■ Culturally responsive self-care</p></list-item><list-item><p>■ Boundary setting</p></list-item><list-item><p>■ Creating or joining support networks for allyship within and outside the organization.</p></list-item><list-item><p>■ Self-awareness and reflection</p></list-item><list-item><p>■ Shared experiences</p></list-item></list></td></tr></tbody></table> </ephtml> </p> <hd id="AN0191866831-8">Culturally Responsive Self-Care</hd> <p>Culturally responsive self-care is not a luxury; it is essential to build resilience and buffer the impact of systemic racism, racialized gender expectations, and professional isolation. Rooted in Black feminist theory, spirituality, and embodied healing, holistic approaches to self-care challenge harmful stereotypes (e.g., the Strong Black Woman trope) and affirm the development of practices, relationships, and boundaries that promote thriving in the face of challenges. Such care must include restoration rituals and boundary setting to safeguard one's energy. Importantly, culturally responsive self-care also means reframing burnout not as a personal failure, but as an expected outcome of working in systems intended to oppress. Engaging in social justice efforts can be taxing; leaders must prioritize rest and boundary setting to ensure their continued ability to lead, advocate, and thrive in the profession.</p> <hd id="AN0191866831-9">Storytelling</hd> <p>Storytelling is a powerful tool for affirming identity, elevating lived experiences, and challenging narratives that aim to silence and marginalize Black women ([<reflink idref="bib6" id="ref20">6</reflink>]; [<reflink idref="bib10" id="ref21">10</reflink>]). When Black women share their stories in their own words, it gives them control over their visibility, especially allowing them to be seen by other Black women for connection, sisterhood, and empowerment.</p> <hd id="AN0191866831-10">Community Care</hd> <p>Healing for Black women is communal, not solitary. Community care enables Black women to support each other, colead, model vulnerability as strength, and reject the idea that advocacy must come at the expense of personal well-being. Through shared spaces, cross-generational support, and radical sisterhood, community care provides the foundation for Black women's leadership to thrive.</p> <p>Sisterhood circles and professional collectives can become sacred spaces for Black female school psychologists to process racial microaggressions and strategize next steps ([<reflink idref="bib10" id="ref22">10</reflink>]). These networks counter the isolating effects of predominantly White institutions by offering affirmation, protection, and joy. Additionally, they are not just supportive; they also serve as leadership incubators by fostering Black women's interdependence, sharpening their critical awareness, and empowering them to speak truth to power.</p> <p>One example of a professional collective in school psychology is School Psych Sistahs, Inc., founded by Kierra Fulmore. School Psych Sistahs was a nonprofit organization for the enrichment, advancement, and retention of women of color in school psychology. It served as a vital space for connection, affirmation, and advocacy. Although the nonprofit was dissolved due to decreased internal capacity to support its operations, the mission of School Psych Sistahs continues through the work of its former leaders and members. For instance, Kierra and colleagues codeveloped an interdisciplinary support program for early career women of color. A mixed-methods evaluation of the program indicated that participants credited the program for fostering an internal sense of empowerment and helping them resist workplace discrimination ([<reflink idref="bib15" id="ref23">15</reflink>]).</p> <p>Another example is the African Diaspora Subcommittee of NASP's Racial and Ethnic Equity Committee. The subcommittee advances diversity and equity goals from NASP's strategic plan, including increasing the number of Black school psychology graduate students and Black school psychologists. Currently chaired by Dr. Erin Harper, the subcommittee supports the professional development of Black school psychologists through community-building, mentorship, and culturally responsive initiatives. For example, this article series on Black feminist leadership emerged from conversations among subcommittee members and a shared interest in increasing Black representation among school psychology leadership.</p> <hd id="AN0191866831-11">Addressing Systemic Challenges</hd> <p>As a liberatory tradition, Black feminism invites school psychology to reimagine leadership not just for Black women, but for all minoritized professionals whose ways of knowing, being, and leading have been historically dismissed or devalued.</p> <p>It is incumbent upon the leaders of school psychology organizations to implement policies that promote the inclusion of Black female and other minoritized school psychologists, assess the effectiveness of these policies in diversifying all levels of leadership, and hold leaders accountable for their behavior towards one another ([<reflink idref="bib11" id="ref24">11</reflink>]).</p> <hd id="AN0191866831-12">Adequate Organizational Support</hd> <p>Black women and other minoritized leaders need more than symbolic inclusion. They must be provided with adequate support to succeed in leadership tasks. Such support may include access to mentorship and sponsorship networks, sufficient financial and human resources to complete assigned leadership tasks, and public acknowledgment of their leadership contributions. Organizational leaders must be aware of cultural taxation and ensure that Black women and other minoritized leaders are not disproportionately burdened with extra work or unfair expectations, such as becoming the organization's de facto equity consultant because they hold a minoritized sociocultural identity.</p> <hd id="AN0191866831-13">Affinity Spaces</hd> <p>Organizations can create affinity spaces for Black women and other minoritized school psychologists to succeed. These spaces should be intentionally designed to foster closeness among leaders with shared sociocultural identities and to allay the feelings of isolation that may come with leading in predominantly White spaces. Affinity spaces can also serve as platforms for targeted leadership and professional development as Black women and other minoritized leaders share their strategies for navigating workplace and organizational challenges.</p> <hd id="AN0191866831-14">Professional Development</hd> <p>Organizations should provide professional development in two areas. First, they should provide opportunities for Black women and other minoritized school psychologists to develop leadership skills and strategies to help them navigate organizational barriers and interpersonal challenges. Culturally responsive mentorship and coaching—ideally provided by other Black women or minoritized professionals—will further develop minoritized school psychologists' leadership capacity, help counter isolation, and increase access to support networks.</p> <p>Additionally, <emph>all</emph> leaders should receive training focused on increasing self- and other-awareness, fostering cultural humility, and learning to identify and address intersectional microaggressions, bias, and discrimination. Such training would reinforce the idea that it is the responsibility of all leaders to create inclusive organizational environments.</p> <hd id="AN0191866831-15">Joy, Challenges, and Opportunities: Celeste's Story</hd> <p>Although I had served on the NASP Board of Directors for 4 years, my first meeting as president-elect quickly taught me I needed to be more intentional about self-care to survive the coming years with my soul intact. The increased visibility led to more frequent experiences of gendered racism as we addressed social justice issues that were abstract for my colleagues but very real for me. To handle these added stressors, I journaled to process my emotions and brainstorm strategies for managing challenging issues, found comfort and strength in reading stories of other Black female leaders, connected with Board allies for honest and transparent conversations, and relied on my communities within and outside of school psychology for support.</p> <p>Most importantly, I focused on the vision of my presidential theme, "Radical Hope, Authentic Healing," to remind myself why I was doing this work. The challenges I experienced fueled my motivation to create communal spaces for leaders of color—especially female leaders of color—and to advocate for affinity groups at NASP leadership meetings ([<reflink idref="bib12" id="ref25">12</reflink>]). My mission was to make leadership pathways more accessible for those coming after me. No one should feel they must sacrifice who they are to become a leader in this profession.</p> <hd id="AN0191866831-16">Conclusion</hd> <p>Celeste's story highlights that to sustain a diverse cadre of leaders in the profession, school psychology must move beyond tokenism and implement structural changes that validate minoritized professionals' ways of knowing, leading, and healing. Any actions aligned with these aims must be integrated into organizational culture rather than remain optional or ad hoc. School psychology leaders in professional organizations, graduate programs, school districts, and other spaces need to engage in continuous professional development focused on leadership skills, implicit bias, intersectionality, cultural humility, and social justice. Mentorship programs, leadership pathways, and affinity spaces are additional practical steps toward diversifying leadership.</p> <p>Without sustained commitment to structural change and meaningful recruitment and inclusion efforts, the burden of advocacy and emotional labor will disproportionately fall on those with the most marginalized identities. Ultimately, by prioritizing culturally responsive self- and community care, school psychology not only safeguards the well-being of Black female and other minoritized leaders, but it also reimagines leadership itself as a collective, liberatory practice.</p> <ref id="AN0191866831-17"> <title> RESOURCES </title> <blist> <bibl id="bib1" type="bt">1</bibl> <bibtext> Leading with Joy & Resilience: Dr. Wendi S. Williams on Black Women's Wellness & Leadership | Ep. 1 - https://<ulink href="http://www.youtube.com/watch?v=FBwNFhNrHwo">www.youtube.com/watch?v=FBwNFhNrHwo</ulink></bibtext> </blist> <blist> <bibl id="bib2" type="bt">2</bibl> <bibtext> TEDxStLouisWomen: It's About Time to Value Young Women of Color in Leadership with Brittany Packnett - https://<ulink href="http://www.youtube.com/watch?v=WyQp7iJZ1uc">www.youtube.com/watch?v=WyQp7iJZ1uc</ulink></bibtext> </blist> <blist> <bibl id="bib3" type="bt">3</bibl> <bibtext> Therapy for Black Girls Podcast: Session 130: The Challenges of Black Women in Leadership - https://<ulink href="http://www.youtube.com/watch?app=desktop&v=J8cttFJHuHE">www.youtube.com/watch?app=desktop&v=J8cttFJHuHE</ulink></bibtext> </blist> <blist> <bibl id="bib4" type="bt">4</bibl> <bibtext> Lorde, Audre. (1988). A burst of light: Essays. 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Sutton</p> <p>Reported by Author; Author; Author; Author; Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib13" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib17" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib10" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib20" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib19" firstref="ref9"></nolink> <nolink nlid="nl6" bibid="bib16" firstref="ref12"></nolink> <nolink nlid="nl7" bibid="bib21" firstref="ref13"></nolink> <nolink nlid="nl8" bibid="bib14" firstref="ref15"></nolink> <nolink nlid="nl9" bibid="bib18" firstref="ref19"></nolink> <nolink nlid="nl10" bibid="bib15" firstref="ref23"></nolink> <nolink nlid="nl11" bibid="bib11" firstref="ref24"></nolink> <nolink nlid="nl12" bibid="bib12" firstref="ref25"></nolink>
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  Data: <searchLink fieldCode="AR" term="%22Erin+Harper%22">Erin Harper</searchLink><br /><searchLink fieldCode="AR" term="%22April+D%2E+Turner%22">April D. Turner</searchLink><br /><searchLink fieldCode="AR" term="%22Aleah+Hayes%22">Aleah Hayes</searchLink><br /><searchLink fieldCode="AR" term="%22Areana+Padilla%22">Areana Padilla</searchLink><br /><searchLink fieldCode="AR" term="%22Carleta+A%2E+Joseph%22">Carleta A. Joseph</searchLink><br /><searchLink fieldCode="AR" term="%22Celeste+M%2E+Malone%22">Celeste M. Malone</searchLink><br /><searchLink fieldCode="AR" term="%22Amber+M%2E+Sessoms%22">Amber M. Sessoms</searchLink><br /><searchLink fieldCode="AR" term="%22Nikki+T%2E+Sutton%22">Nikki T. Sutton</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Communique%22"><i>Communique</i></searchLink>. 2026 54(6):20-23.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 4
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22African+American+Leadership%22">African American Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Feminism%22">Feminism</searchLink><br /><searchLink fieldCode="DE" term="%22School+Psychology%22">School Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22School+Psychologists%22">School Psychologists</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Relevance%22">Cultural Relevance</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0164-775X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Black women have made innumerable contributions to school psychology through practice and research, while also playing a pivotal role in promoting social justice through their professional advocacy and leadership. In this second article of a three-part series on Black feminist leadership, the authors explore the challenges Black women face as leaders in school psychology, as well as culturally informed coping strategies that maintain well-being and foster more affirming environments. They also offer specific policy and practice recommendations to help school psychology organizations be more inclusive of Black women and other minoritized school psychologists, and Dr. Celeste Malone presents about hypervisibility and how Black female leaders engage in self-preservation by channeling their emotions into advocacy and organizational change.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://www.nasponline.org/resources-and-publications/cq-archive" linkWindow="_blank">https://www.nasponline.org/resources-and-publications/cq-archive</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1505906
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505906
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 4
        StartPage: 20
    Subjects:
      – SubjectFull: African American Leadership
        Type: general
      – SubjectFull: Holistic Approach
        Type: general
      – SubjectFull: Feminism
        Type: general
      – SubjectFull: School Psychology
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: School Psychologists
        Type: general
      – SubjectFull: Coping
        Type: general
      – SubjectFull: Cultural Relevance
        Type: general
      – SubjectFull: Barriers
        Type: general
    Titles:
      – TitleFull: A Holistic Black Feminist Framework for Thriving in Leadership
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Erin Harper
      – PersonEntity:
          Name:
            NameFull: April D. Turner
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            NameFull: Aleah Hayes
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            NameFull: Areana Padilla
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            NameFull: Carleta A. Joseph
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            NameFull: Celeste M. Malone
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            NameFull: Amber M. Sessoms
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            NameFull: Nikki T. Sutton
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            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0164-775X
          Numbering:
            – Type: volume
              Value: 54
            – Type: issue
              Value: 6
          Titles:
            – TitleFull: Communique
              Type: main
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