0.6 Challenges facing black american principals: a conversation  (Page 10/22)

Most Black female principals suggested that with the dwindling numbers of Black principals, there are evenfewer senior level Blacks to mentor up-and-coming Black principals. Many female survey participants suggested that they often suffergender hostility and other exclusions from women colleagues rather than men. Quite often the hostility and exclusion came from theunexpected: other Blacks colleagues!

Yet, all principals who work in predominantly White school districts responded that there was a concern about not“fitting-in.”A common concern was“being able to find someone who has a connection.”This can be interpreted as finding a White American who is accepted and respected by other European Americansschool leaders but who is also able to communicate effectively with historically underrepresented principals. In these circumstances,an ethic identity model should be considered.

Tatum (1991) supports this assertion with her description of Williams Cross’Theory of Racial Identity Development. According to this theory, once African Americans exitthe immersion/emersion developmental stage“characterized by a strong desire to surround oneself with symbols of one’s racial identity, and actively seek out opportunities to learn about one’s own history and culture with support of same-race peers, they moveinto the stage described as“internalization”which is characterized by a sense of security about one’s racial identity. He further noted,“Often the person at these stages is willing to establish meaningful relationship across group boundaries withothers, including Whites, who are respectful of these new positions. It is equally critical at this point that supportnetworks exist, comprised of one or possibly several individuals who understand and affirm the ideologies, perspectives andperceptions of success and failure that people of color may encounter Butler (1993).

This condition is significant in educational leadership because African Americans often lack the connections (orsocial capital) ordinarily developed through ties in established cultures that European Americans have more easily availedthemselves. Black Americans may not have the awareness of opportunities that include leadership institutes, mentors, stipendsfor professional degree programs, travel funds, grant monies, support services, professional/civic memberships, socialinvitations, co-publication offers, and the communicative skills to know how and what information to give and acquire in varioussettings. Without these variables, the African American principals may be left with an intense feeling of isolation and loneliness.Attempting to become skilled in obtaining social capital may include the ability to practice“shifting.”

Code-switching or shifting is purposeful changing the manner in which one communicates. According toresearch by the African American Women’s Voices Project, (Jones&Shorter-Gooden, 2003) shifting is a sort of subterfuge that African Americans have long practiced to ensure their survival. Itis a common theme that emerged through the conversations with principals. According to a thirty-five year old principal: