Generativity and Nigrescence: The identity of a Black school principal pursuing social justice

Abstract

This study explores the relationship between the identity development of a school principal and the concept of social justice leadership. We examine how one African American principal used equity-focused leadership in two different high schools to improve the conditions of all students. Erikson's view of identity and Cross's conception of Negrescence guided the research questions guided the study of the identity development of a Black school principal as a social justice leader, what actions he took, and what supports and barriers he encountered. The principal's case suggested several factors that form a social justice leader. He acknowledged a history of oppression, confronted racial animosity, and showed empathy through action. He had strong role models and received a solid education with Black professors and mentors and formed lifetime friendships. He developed the confidence to believe in himself as an educator and advocate for others. As an innovative educator, he was able to take risks. As a Black man, he fit well into one culture but was limited by racism in another. He became a leader who continued the pursuit of social justice after the principalship.