Chapter 1: Embracing Spirituality: African American Women Leaders Pushing the Evolution of Leadership Practice in Schools

The purpose of this qualitative study was to identify school leaders who lead with a sense of personal belief and spirituality. Because we sought to identify leaders that are not only influenced by their values, but actually articulate their beliefs as platforms (Sergiovanni, 1992) and serve their school communities as social justice advocates, the literature directed us to a particular population of practicing school leaders: African American women. Historically, education has been one of few careers that allows African American women the opportunity to attain leadership roles (Shakeshaft, 1999). An emerging body of scholarship supports the notion that African American women lead with a sense of care and commitment to community that is situated in their reliance on spirituality (Loder, 2005; Sherman & Wrushen, 2009; Simmons & Johnson, 2008; Witherspoon & Arnold, 2010; Witherspoon & Taylor, 2010). Therefore, we conducted a focus group interview with three African American women educational leaders who openly lead their educational environments through their personal spirituality. Themes that emerged include: Leadership as a Spiritual Calling (That Requires Patience) and Divine Intervention; Leading Schools Means Leading Communities and Families; Spiritual Decision-Making Through an Ethic of Care; and Resiliency Through Spirituality. Findings have implications for leadership preparation and practice.