Dissertation/Thesis Abstract

Antiracist Leadership and Mindful Leadership: A Qualitative Study of Connection, Tension, and Integration in School Leadership
by Hristić, Filip, Ed.D., Lewis and Clark College, 2019, 196; 27539889
Abstract (Summary)

This qualitative study is the first to explore connections, tensions, and integration of mindfulness and equity in school leadership. Six school leaders engaged in semi-structured interviews, contributed journals and relevant artifacts, and participated in a group meeting. Individual case analysis helped produce a new analytic lens that facilitated cross-case analysis of mindful leadership and antiracist leadership across four key dimensions: beliefs and attitudes (intrapersonal); interactions with stakeholders (interpersonal); school policies, practices, and procedures (intrasystemic); and interactions with the broader socio-political context (intersystemic).

The study revealed that both mindful leadership and antiracist leadership span across multiple dimensions of school leadership, are most often enacted in community with other stakeholders, and require deep self-inquiry and reflection. At the same time, the study exposed several tensions between mindful leadership and antiracist leadership, including how school leaders implement and sustain mindfulness and equity initiatives at the school-wide level; how they conceptualize mindfulness and equity in terms of importance; and how they use mindfulness and equity trainings to engage in the intersystemic dimension of leadership. Most notably, the study found that there were natural and vital connections between mindful leadership and antiracist leadership. For example, the study demonstrated that mindfulness can help antiracist leaders by increasing their awareness of personal biases, positionality, and reactivity; by developing a greater sense of patience and understanding; and by finding the courage and clarity to address and respond to various inequities. At the same time, the study revealed that the participants’ grounding in racial equity helped them ensure that mindfulness was not presented and enacted in a way that perpetuated inequities through dominant narratives and marginalizing practices. The findings of this study point to an exciting possibility of a new school leadership model that integrates antiracist and mindful leadership.

Indexing (document details)
Advisor: Galloway, Mollie
Commitee: Magee, Rhonda, Roeser, Robert
School: Lewis and Clark College
Department: Education
School Location: United States -- Oregon
Source: DAI-A 81/4(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Educational administration, Social studies education
Keywords: Antiracist leadership, Equity, Mindful leadership, Mindfulness, Social justice
Publication Number: 27539889
ISBN: 9781687979971
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