Abstract
This qualitative study explores the experiences of African American educational leaders in navigating racial microaggressions in the workplace, specifically within K-12 educational settings. Using Sue’s (2007) Taxonomy of Racial Microaggressions and Gross’s (1998) emotion regulation theory as frameworks, this research examines how these leaders manage, respond to, and cope with various forms of racial bias while maintaining their professional identities. Data were collected through in-depth interviews with African American leaders, and thematic analysis was used to identify recurring patterns of microaggressions and corresponding emotion regulation strategies. Key findings reveal that participants frequently encounter microaggressions such as Assumption of Inferiority, Criminality, and second-class citizenship, with gender-specific experiences noted among female leaders. This study highlights the strategic coping mechanisms employed by these leaders, including cognitive reappraisal, emotional suppression, and attentional deployment, to navigate the emotional and professional toll of these encounters. Furthermore, the findings underscore the importance of proactive leadership roles in diversity initiatives as a way to mitigate the impact of racial microaggressions and foster organizational inclusivity. This study concludes by recommending policy reforms aimed at fostering more inclusive work environments, with an emphasis on leadership development programs that enhance emotional resilience and advocacy for African American leaders. Implications for future research include longitudinal studies on the long-term effects of racial battle fatigue and deeper explorations of the intersectionality of race and gender in leadership experiences.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Racial Microaggressions, African American Educational Leaders, K-12 Leadership, Emotional Resilience
