Keepers of the Flame

Gender, Race, and the Myth of Meritocracy in K–12 Educational Leadership

Bibliographic Data

ID21459951
AuthorsSarah Margaret Odell (0000-0002-4601-6310, The Hewitt School, New York, NY, USA, corresponding author)
Year2023
Volume125
Issue7-8
Pages334-353
Publication date2023-08-01
Open AccessYes
TypeARTICLE
VenueTeachers College Record The Voice of Scholarship in Education (JOURNAL)
Journal identifiersISSN: 0161-4681 • E-ISSN: 1467-9620
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/01614681231204665
OpenAlexW4387221403
LanguageEN
Citations received1
References cited19

Purpose: This study is part of a larger study of 18 aspiring school leaders that aims to understand how gender identity and gender performance impacted their experience in the K–12 independent school leadership pipeline. One of the key findings was that meritocracy played an important role in how individuals understood what the outcomes of their ascent to leadership should be. This article focuses on that finding through the voices of aspiring K–12 independent school leaders who have tried to enter the pipeline or have come through the pipeline. Method: This study uses Carol Gilligan’s Listening Guide method of data analysis. It was important to use a method and frame the study in a methodology that enabled marginalized voices to be heard. The Listening Guide requires the research to go through three “listenings” of the data: listening to the landscape, where the researcher takes note of everything that was said in the interview and what was not said; listening for the I, where the researcher makes I poems out of all of the I statements in the interview to hear for a deeper layer of consciousness; and finally, listening for contrapuntal voices, which acknowledges that people speak in multiple voices. Through these three listenings, a voice emerged from the data of the keepers of the flame: White women believed that specific work would guarantee them access to leadership. Findings: White women believe and are complicit in upholding meritocracy while White men articulated meritocracy as a lie that they benefit from. One of the interviewees, Joe, was unique among the men I interviewed—he was the only sitting head of school that I interviewed, and he was the only man who spoke so pointedly about the leadership pipeline advantaging someone like him. Black women, on the other hand, have always known from their racialized and gendered experience of the world that their hard work will be overlooked. This also came through in study interviews with Black women aspiring to leadership. For them, keeping silent is an issue of survival. As Carol Gilligan wrote, the story of women’s voices and women’s silences is not a simple one: It is not a question of one gender or race being above another. Rather, it is a story about resistance. An individual’s belief about how much work is necessary to gain access to leadership proves how White patriarchy centers the pipeline and either enforces silence or enables voice in one’s ability to move up. Meritocracy, and whether or not the individual believed it, turned out to be explicitly tied to one’s gender and racial identities. More diverse school leadership may lead to more equitable independent schools

Active listening · Aesthetics · Literature · Meritocracy · Mythology · Pedagogy · Political science · Sociology · Critical Race Theory in Education · Gender Roles and Identity Studies · Gender Studies · Law · Psychology · Social Psychology · Teacher Education and Leadership Studies

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