Navigating Administrative Leadership: An Examination of Brown Women Educators’ Leadership Experiences in K-12 Public Schools in Ontario

Abstract

This qualitative research grounded in notions of Seva Service Leadership examines the experiences of Brown women in formal (administrative) leadership roles in K-12 Public Schools in Ontario. Through semi-structured interviews, 15 self-identifying Brown women educators (BWEs) shared how they navigate their leadership journeys, factors that influence their decisions to enter formal leadership roles, and what sustains them in their administrative leadership roles. The term ‘Brown’ is used in this study to refer to women who self-identify as Indian, Pakistani, Bangladeshi or Sri Lankan descent/heritage and/or belonging to the South Asian diaspora. BWEs navigating leadership roles in K-12 Ontario public school boards face individual and systemic barriers, while engaging in strategies that sustain their leadership journeys. The findings from the participants’ experiences revealed: a) the Need for and Importance of Mentoring, b) the Need to Prove Oneself, c) Importance of Representation, d) Experiencing and Navigating Microaggressions and Whiteness, e) Navigating Internal Tensions f) Survival Strategies, and g) Pay it Forward. Findings also revealed that BWEs interpret their experiences by using Seva Service Leadership actions and subsequently their agency. Finally, this research can inform hiring and recruitment practices of not only Brown women in formal leadership roles in K-12 schools in Ontario, but all diverse populations. The study concludes with implications for practice and future research.