An Asian American Feminist Manifesto: Asian American Women Heads of Schools Embodying Culturally Responsive School Leadership

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Lilia Cai
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引用次数: 0

Abstract

Background: Within more than 1,600 preK–12 member schools in the National Association of Independent Schools (NAIS) in the United States, there were only seven Asian American women heads of schools in 2019, representing 6% of all heads of color, 1% of all women heads, and 0.4% of all heads of schools. There has been limited research on intersectionality in educational leadership, particularly in the context of independent schools. Purpose of Study: This article sets out to address the research gap in current literature as it pertains to examining the intersectional impact of race, gender, culture, and epistemology on the leadership experiences of Asian American women heads of independent schools, and to deconstruct mainstream leadership narratives by unearthing and complicating critical narratives of a small group of educational leaders who are women of color. Research Design: This qualitative study employs intersectionality theory as the conceptual framework, culturally responsive school leadership as the leadership framework, and elements of portraiture, critical Indigenous studies, and critical race theory as the research methodologies and analytical tools. Data Collection and Analysis: A background information survey was emailed to all seven Asian American women heads of schools to collect contextual and demographic information. The goal of the survey was to find commonalities among the heads and their schools so that a portrait of these seven individuals and their schools could be drawn as an intelligible whole before delineating specific experiences of the research participants. Perceptual information was collected via interviews. The interview protocols were designed to gather information around participants’ pathways to leadership, and their epistemological foundation and its impact on their leadership journeys and styles. Elements of portraiture were used to analyze participants’ experiences based on interviews in this qualitative study. Findings: This study connects culture and epistemologies to leadership practices and shines a light on how these Asian American women heads of schools—despite experiencing stereotype threats, microaggressions, and oppositions—negotiate between the transactional nature of independent schools and the transformational power of educational leadership, and make powerful contributions toward reimagining schools as places with radical possibilities. Conclusions: Asian Americans are a historically disadvantaged racial minority group, and Asian American women in education and academia have faced a long history of discrimination grounded in racism, xenophobia, and misogyny. The NAIS leadership team should better understand what challenges Asian American women face on their pathways to leadership and develop a better support system for all women of color aspiring leaders.
亚裔美国女性主义宣言:亚裔美国女性学校校长体现文化响应性学校领导
背景:在美国全国独立学校协会(NAIS)的1600多所学前至12年级成员学校中,2019年只有7名亚裔美国女性校长,占所有有色人种校长的6%,占所有女性校长的1%,占所有学校校长的0.4%。关于教育领导中的交叉性的研究有限,特别是在独立学校的背景下。研究目的:本文旨在解决当前文献中的研究空白,因为它涉及研究种族,性别,文化和认识论对独立学校亚裔美国女性校长领导经历的交叉影响,并通过挖掘和复杂一小群有色人种女性教育领导者的批判性叙述来解构主流领导叙事。研究设计:本定性研究以交叉性理论为概念框架,以文化响应型学校领导为领导框架,以肖像画、批判性土著研究和批判性种族理论为研究方法和分析工具。数据收集和分析:通过电子邮件向所有七位亚裔美国女性校长发送背景信息调查,以收集背景和人口统计信息。调查的目的是找到校长和他们学校之间的共同点,以便在描述研究参与者的具体经历之前,将这七个人和他们学校的肖像绘制为一个可理解的整体。知觉信息通过访谈收集。访谈协议旨在收集有关参与者的领导途径、他们的认识论基础及其对他们的领导历程和风格的影响的信息。在这个定性研究中,肖像的元素被用来分析参与者的经验,基于访谈。研究结果:本研究将文化和认识论与领导实践联系起来,并揭示了这些亚裔美国女性校长如何在经历刻板印象威胁、微侵犯和反对的情况下,在独立学校的交易性质和教育领导的变革力量之间进行谈判,并为将学校重新构想为具有激进可能性的地方做出了强有力的贡献。结论:亚裔美国人在历史上是一个处于弱势的少数种族群体,亚裔美国女性在教育和学术界长期面临着基于种族主义、仇外心理和厌女症的歧视。NAIS的领导团队应该更好地了解亚裔美国女性在成为领导者的道路上面临的挑战,并为所有有抱负的有色人种女性建立更好的支持体系。
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来源期刊
Teachers College Record
Teachers College Record EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
0.00%
发文量
89
期刊介绍: Teachers College Record (TCR) publishes the very best scholarship in all areas of the field of education. Major articles include research, analysis, and commentary covering the full range of contemporary issues in education, education policy, and the history of education. The book section contains essay reviews of new books in a specific area as well as reviews of individual books. TCR takes a deliberately expansive view of education to keep readers informed of the study of education worldwide, both inside and outside of the classroom and across the lifespan.
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