Battling Inertia in Educational Leadership: CRT Praxis for Race Conscious Dialogue
CRT praxis, applicant selection, Black/African American women, leadership preparation
Digital Object Identifier (DOI)
The purpose of this article is to illustrate how institutional racism is mediated by faculty negotiating power and privilege in the selection of Black (African American) women into an educational leadership preparation program. Critical race theory (CRT) praxis is used to analyze the faculty dynamics in the candidate selection process situated in a race neutral institutional culture. This reflective case study of an educational leadership department draws on qualitative data such as field notes from faculty conversations, experiential knowledge, memos, and quantitative data describing the disproportionate rejection of Black women applying to an educational leadership program in the US. Efforts to confront a race neutral process prompted by the higher rejection rate of Black women in comparison to their white counterparts prompted some faculty to engage in race conscious discourse. Faculty in departments of educational leadership who provoke race conscious dialogue on how they are implicated in institutional racism will likely face risks they will need to (em)brace for the battle against inertia.
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Citation / Publisher Attribution
Race, Ethnicity and Education, v 18, issue 6, p. 785-812
Scholar Commons Citation
Agosto, Vonzell; Karanxha, Zorka; and Bellara, Aarti, "Battling Inertia in Educational Leadership: CRT Praxis for Race Conscious Dialogue" (2015). Educational Leadership and Policy Studies Faculty Publications. 14.