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Nov 1

Holding Space: Supporting the Sustainability of Black Women School Leaders

Black women school leaders often face unique challenges due to systemic issues like racial battle fatigue and workplace stress. Dr. Racquel Armstrong’s research highlights the necessity of supporting their well-being through self-care strategies tailored to their specific needs. In this blog post, we will explore key insights from her work, emphasizing actionable steps that can sustain Black women in educational leadership roles.
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The Unique Challenges Facing Black Women Leaders 

Black women in leadership positions often find themselves hyper-visible yet invisible. They are frequently the sole representatives of their communities in predominantly White or suburban districts, where their voices may not be fully acknowledged. 

In our recent episode of Equity Unlocked, Dr. Armstrong shared the following: 

“Black women leaders are both hyper-visible and invisible at the same time. What I mean by that is when you think about Black women leaders, especially in school districts that are either suburban or (where) demographics are changing, they often are one of a few- and being one of a few, their visibility is very real in those spaces. But at the same time, the voices, their experiences, the embodied knowledge of the communities that they come from aren't always recognized in those places.”
Black women in leadership positions often find themselves hyper-visible yet invisible. They are frequently the sole representatives of their communities in predominantly White or suburban districts, where their voices may not be fully acknowledged. 

In our recent episode of Equity Unlocked, Dr. Armstrong shared the following: 

Dr. Armstrong's personal experience reflects these dynamics—being constantly "on" and not having the freedom to fully care for oneself. This duality of representation leads to chronic stress and health issues, such as high blood pressure, alopecia, and other stress-induced illnesses (Mayo Clinic) (NHLBI, NIH).

Systemic Pressures and Health Implications 

Research supports the claim that Black women school leaders face disproportionately high levels of stress, contributing to a higher likelihood of leaving the field and chronic health issues. A report from RAND Corporation highlights that Black educators are particularly likely to leave due to job-related stress, which is exacerbated by systemic barriers and lack of support. In fact, Black teachers are almost twice as likely as others to experience frequent job-related stress and three times as likely to experience symptoms of depression​ (RAND).

These statistics indicate that the current systems in place are not conducive to the longevity of Black women in leadership.

Frameworks for Self-Care 

Dr. Armstrong integrates Black Feminist Theory and the Superwoman Schema to frame her research. 
Black Feminist Theory is a framework that examines the intersections of race, gender, and class, focusing on the unique experiences of Black women. This theory emerged as a response to the marginalization of Black women in both feminist movements (which often centered on the experiences of White women) and Black liberation movements (which often centered on the experiences of Black men). Black feminist theory addresses how systemic oppression shapes the lived experiences of Black women, emphasizing the need for a specific analysis of their struggles. 

Black Feminist Theory emphasizes self-definition and the critical role Black women play as educators and leaders, while the Superwoman Schema identifies the societal pressures that push Black women to present an image of strength while suppressing vulnerability. These frameworks guide how self-care should be approached for Black women in leadership roles.

The "Superwoman Schema" was developed by psychologist Dr. Cheryl Woods-Giscombé, and it explores the psychological framework surrounding the experiences of Black women. This concept centers on the pressures many Black women face to exhibit strength, suppress emotions, and succeed despite adversity. Woods-Giscombé’s work examines how societal expectations of being resilient, nurturing, and self-reliant can lead to significant emotional, mental, and physical health costs.

Practical Strategies for Sustainability

Dr. Armstrong proposes several practical strategies for sustainability:

  1. Boundary-Making: Leaders need to actively create boundaries, such as setting clear working hours and prioritizing personal time.

  2. Community Support: Building networks with other Black women leaders fosters a space for shared experiences and emotional support. 

  3. Health Awareness: Listening to one's body and prioritizing health can prevent stress from leading to chronic illness.

  4. Holistic Self-Care Plans: Leaders should create 90-day self-care plans, much like they would for professional goals. This plan should include identifying personal needs, potential barriers, and activities that replenish energy.

In conclusion, the sustainability of Black women in educational leadership requires more than just personal empowerment—it demands systemic change. Dr. Armstrong’s research highlights that while self-care, boundary-setting, and community support are crucial, they cannot be solely the responsibility of individual leaders. True longevity in leadership roles comes when institutions implement systemic reforms that support the well-being of Black women leaders, allowing them to thrive without having to shoulder the burden of self-care alone.

For more resources and information on supporting Black educators, explore our EQUITYx series.