Author ORCID Identifier
Document Type
Book Chapter
Publication Date
3-2024
Abstract
Minority women encounter a myriad of challenges and disparities in their pursuit of leadership positions in K-12 education. While the number of women leading independent schools has increased, they are more likely to achieve headship in small and K-8 schools rather than in larger schools and secondary settings. Marginalizing policies and climates still exist within schools, but women leaders are working for change through activism and efforts intended to promote gender equity. Equitable leadership and social justice are essential concepts in addressing the needs of women and minoritized people in educational leadership. As such, increasing the number of women of color in educational leadership positions can have a positive effect on such topics as racism, poverty, oppression, and work-life balance, among others. Moreover, advancing the number of minority women in K-12 leadership can, and indeed does, positively contribute to students' academic success.
Recommended Citation
Johnson, N. N. (2024). Spotlighting the Need for More Minority Women in K-12 Education Leadership. In A. Walters (Ed.), Minority Women in K-12 Education Leadership: Challenges, Resilience, and Support (pp. 219-234). IGI Global. https://doi.org/10.4018/979-8-3693-1773-0.ch011
DOI
https://doi.org/10.4018/979-8-3693-1773-0.ch011
Comments
Published in Johnson, N. N. (2024). Spotlighting the Need for More Minority Women in K-12 Education Leadership. In A. Walters (Ed.), Minority Women in K-12 Education Leadership: Challenges, Resilience, and Support (pp. 219-234). IGI Global. https://doi.org/10.4018/979-8-3693-1773-0.ch011