A Heuristic Inquiry That Unpacks the Experiences, Barriers, and Triumphs of Women of Colour in K-12 Educational Leadership in British Columbia, Canada

Abstract

Despite the population in British Columbia, Canada becoming increasingly diverse, there is still a lack of representation of women of colour within K-12 educational leadership roles. Research questions were: What intersectional barriers are contributing to the lack of women of colour in K-12 educational leadership roles such as school administration and in the teachers’ union in British Columbia, Canada? (a) What are the experiences of women of colour who pursue educational leadership in either school administration or teachers’ union leadership within British Columbia, Canada? (b) How may these experiences differ based on a woman of colour’s racial background? (c) How are these experiences potentially further impacted by age? (d) What do the triumphs for women of colour in educational leadership look like? The review of the literature explained the history, attaining positions, and conflict and power between the teachers’ union and educational administration in British Columbia, Canada. The literature also revealed the impacts of social identities on leadership approaches. Women of colour navigated simultaneous racial, gender, and age discrimination. Previous literature also showed women of colour desired support through education, connection and community, and mentorship. The researcher conducted a qualitative study framed by heuristic inquiry through her own experiences as a woman of colour in educational leadership. The researcher interviewed 13 women of colour in K-12 educational leadership within British Columbia, Canada. The main themes of barriers, experiences, and triumphs each had emergent patterns. The implications showcased ways to combat work–life balance issues and lateral violence or harm.