Evolution of my Leadership skills & Knowledge

A deeply rooted belief system is passed on from generation to generation about black Americans and their offspring. While earlier experiences of racism may have started as overt bigotry towards Black Americans, it has now evolved to subtle forms of anti-blackness, microaggressions, and implicit and explicit bias. The manipulation associated with white supremacy keeps current anti-black structures and policies in place. To justify slavery, Black Americans had to be portrayed as subhuman. To justify segregation, Black Americans had to be described as ignorant, dirty, and primitive. After the civil rights movement, Black Americans were portrayed as thugs, drug addicts, and gangbangers. To understand why Black students are marginalized is to understand historically the perspectives that have always set precedence on how Black Americans were to be educated and treated within a school system they were never expected to participate in. 

When I started the PLI program, I did not understand the importance of having a critical consciousness and just how saturated white supremacy is within our day-to-day interactions with each other and in inner-city educational spaces. I can now identify the many anti-black systems masked in policies, regulations, micro-aggressions, and other avenues anti-blackness manifests at school sites. I am more confident in tackling issues of marginalization and challenging deeply rooted prevailing beliefs. As a future school leader, I must establish a critical consciousness (Khalifa et.al., 2016). Critical consciousness rejects cultural self-negotiation and internalized inferiority. Critical consciousness is vital because anti-blackness remains an influence within institutions that inherently promote white supremacy and impact how adults engage with students of color, regardless of their racial identity (Williams Comrie et al., 2022). Challenging deeply rooted prevailing beliefs requires that I have courageous conversations about inequity and ensure that I remain an advocate for black students. Transformation starts with calling out anti-blackness in spaces that should be used to promote wellness, identity, joy, and academic excellence.

Evolution of my Leadership Perspectives

I have learned that I have the tools to inspire healing and critical consciousness as a democratic leader. Listening to the many stories of my classmates, engaging in robust conversations, and navigating brilliant authors have transformed my thinking about what it means to be an abolitionist leader in fighting anti-black and racist systems. The task is large but can be tackled with like-minded individuals willing to stay in the fight and advocate for marginalized groups. The impact I make will leave imprints on generations to come. 

Challenges & Perspectives of My Leadership Journey

One of the challenges in my leadership journey was experiencing individuals in my career who I thought were superheroes for our black students but were enforcing policies and practices that harm students of color. The actions that I witnessed were rooted in white supremacy. I learned quickly that political race in schools is a movement. It is an ongoing practice of observation and reflection of the social atmosphere. Political race inspires leaders to become social justice innovators of policy rooted in the lived experiences of race in America and within school settings. The political race movement extends beyond me as the leader. It reaches the community and influences such issues as implicit and explicit bias and lack of belongingness amongst students and families of color. 

Next Steps in My Leadership Journey

As a leader, I plan to promote social justice by repositioning how parents have participated within educational spaces. Intentionally shifting how we speak and interact with families will move the needle in restoring trust. I believe in transforming how families have historically experienced school leaders, especially within inner-city communities. In restoring relationships, the school will become a place of fellowship where families strengthen their relational trust with each other and staff members, a space where radical knowledge of current political systems is explored and critical conscience developed. I argue that it is impossible to promote social justice without “unconditional love” for students and community members. Leaders do not passionately fight, uplift, and empower those who they do not necessarily care for.  I do consider myself to be a democratic leader. I believe a democratic leader is invested in the perspectives of the collective and offers multiple opportunities for participation in bureaucratic systems. I am not interested in becoming a leader gratified by power, thus saturating myself in dictatorial leadership. I aim to “connect the heart” of parents, staff, and students to the problems within our neighborhood schools. I believe the only way to lead is through servant leadership; it is democratic to remain centered on elevating the voices of the whole instead of one. 

Desired Professional Growth Opportunities 

My future is bright! I am excited to continue to learn and research best practices that invoke healing and upend generational traumas for students of color. I remain watchful of the leaders fighting for social justice daily, those like Dr. Rogers, Dr. Bettina Love, Dr. Dena Simmons, Dr. Tyrone Howard, Dr. Cooper, and Dr. Tonnika Orange. I am particularly interested in change work utilizing The Four Steps Pivot (Ginwright, 2022).  

Master's of Education and Administrative Credential, PLI, UCLA, 2023

Strength, Courage, Wisdom