Dying to Lead: Minority Women Experiences in Education Leadership

Introduction

In the field of educational leadership, success is not solely determined by skills and a charismatic personality, as pointed out by Burton et al. (2020). Although educational institutions may strive for diversity, the lack of inclusivity and diversity in leadership positions, especially for minority women, can hinder the progress of leaders, as emphasized by DeMatthews et al. (2021). Some institutions may actively recruit minority women to meet diversity quotas or for cosmetic purposes, yet they often fail to provide the necessary support systems, as indicated by Bailes and Guthery (2020), Chance (2021), and Conway-Phillips et al. (2021).

When institutions do not have the appropriate structures and resources to support minority women in leadership roles, it affects everyone involved, as highlighted by Bailes and Guthery (2020) and Burton et al. (2020). These negative consequences can lead to institutional crises and are influenced by coercive or mimetic isomorphism, as discussed by Agosto and Roland (2018) and Carter and Sisco (2022). Leadership poses various challenges, and it is essential to recognize the disparities in support, perceived capabilities, and expectations that can impact leaders, as noted by Chance (2021) and DeMatthews (2021).

One of the main challenges faced by women of color within their institutions is the prevalence of misunderstandings (Carter & Sisco, 2022). Stereotypes and biases often lead to misconceptions about their abilities and qualifications (Aaron, 2020; Chance, 2021). These misunderstandings can manifest in various ways, such as being overlooked for promotions or being assigned fewer challenging tasks compared to their white counterparts (Bailes & Guthery, 2020; Chance, 2021; DeMatthews, 2021). This lack of recognition and validation can be demoralizing and hinder their professional growth and advancement (Aaron, 2020; Agosto & Roland, 2018; Fink & Brayman, 2006). Furthermore, women of color often face a lack of support within their institutions (Aaron, 2020; Agosto & Roland, 2018; Fink & Brayman, 2006). This can be attributed to a variety of factors, including a lack of mentorship opportunities, limited access to resources, and a lack of representation in leadership positions (Bailes & Guthery, 2020; Weiner et al., 2022). Without adequate support systems in place, women of color may struggle to navigate the complexities of their roles and may feel isolated and unsupported in their professional journeys (Aaron, 2020; Agosto & Roland, 2018; Fink & Brayman, 2006; Kluch et al., 2022). Marginalization is another significant challenge faced by women of color within their institutions (Agosto & Roland, 2018; Chambers & Sulé, 2022; Kluch et al., 2022; Xiao et al., 2023). They often find themselves on the margins of decision-making processes and are excluded from important conversations and opportunities (Chance, 2021). This marginalization can lead to feelings of invisibility and powerlessness, further exacerbating the barriers they face to achieving success and recognition (Chambers & Sulé, 2022; Kluch et al., 2022). These challenges have significant implications for the retention and productivity of women of color (Chambers & Sulé, 2022; Chance, 2021). Studies conducted by Aaron (2020), Agosto and Roland (2018), and Fink and Brayman (2006) have consistently shown that women of color are more likely to experience higher rates of turnover and lower levels of job satisfaction compared to their white counterparts. The lack of support, marginalization, and misunderstandings they face within their institutions contribute to a hostile work environment that hinders their ability to thrive and succeed (Chambers & Sulé, 2022; Kluch et al., 2022; Zambrana et al., 2021).