Exploring the Attributes, Experiences, and Motivations of Female Public Elementary School Administrators of Colour in Ontario

EXPLORING THE ATTRIBUTES, EXPERIENCES, AND MOTIVATIONS OF FEMALE PUBLIC ELEMENTARY SCHOOL ADMINISTRATORS OF COLOUR IN ONTARIO Doctor of Education 2016 Anjili Sophia Pant Graduate Department of Leadership, Higher and Adult Education University of Toronto Abstract This study explores how the attributes, experiences, and motivations of female public elementary school administrators of colour in Ontario have contributed to their entry into administration. Data were obtained through qualitative life-history interviews with 3 currently practicing, middle-aged administrators: 2 African Canadian (a principal and a vice-principal) and 1 South Asian (principal). Resilience theory was used to investigate internal and external attributes of the participants, disruptions they faced, and motivational factors that enabled them to become administrators. Cross-case analysis revealed relevant attributes the participants shared: focus, resourcefulness, independence, social competence, a capacity for hard work, self-discipline, optimism, a positive attitude, perseverance, and a willingness to learn. Barriers to their entrance into administration were: the interview process, the struggle to obtain Canadian credentials, politics, and difficulty having their leadership skills acknowledged. Motivations to enter administration were: encouragement from others, persistence after unsuccessful attempts to enter administration, being able to meet interviewers’ expectations, and a passion for the work. Among the findings were participants’ recommendations for aspiring female administrators of colour: Keep your ambitions to yourself. Know that it is a lonely job. Understand what the work entails. Recognize that administrative positions are not powerful ones. Avoid interacting only with people from your own ethnic background. Do not use the “race card” as an excuse for not succeeding in the interview process. Remain calm when discriminated against. Most importantly, pursue the necessary credentials: Prepare for administration early in your career (work at the family of schools level, community, culture and caring, and numeracy and literacy). Seek out a variety of mentors. Stay connected with people who support you. Master a specific skill. Be resourceful. Keep current with educational jargon. Continue to develop professionally. Write and present at workshops. Use the media to showcase your school and practice. Finally, support the advancement of quality women of colour. Suggestions for future research include: (a) repeat this study in 5 and 10 years; (b) examine leadership programs and determine whether women of colour are being hired; and (c) compare and contrast the career paths of women and men (both of colour and White).

Department dc:contributor.department

Leadership, Higher and Adult Education

Year dc:date.issued

2016

Author dc:creator

• Pant, Anjili Sophia

Advisor dc:contributor.advisor

• Stiegelbauer, Suzanne

• barriers to promotion and supports for promotion
• Canadian study
• female administrators of colour
• public elementary school administrators of colour
• public school administrators of colour
• women administrators of colour

Handle dc:identifier.uri

http://hdl.handle.net/1807/73118

OAI identifier oai:identifier

oai:utoronto.scholaris.ca:1807/73118