Beyond the Crown: Hair, Identity, and the Politics of Professionalism for Black Women School Leaders
Location
Boston 2&3
Session Format
Presentation
Abstract
Seventy years after Brown v. Board of Education, Black educators remain underrepresented in K–12 leadership, and recent rollbacks in diversity, equity, and inclusion have deepened systemic inequities. This study examines how hair operates as a racialized and gendered site of identity negotiation for Black women school leaders who must navigate Eurocentric standards of professionalism while striving to lead authentically. Using a phenomenological case study design, we conducted a virtual focus group with six Black women educational leaders enrolled in graduate programs at a southeastern university. Guided by the Ecology of Black Women School Leaders Framework, which integrates Intersectionality, Black Feminist Thought, and Ecological Systems Theory, we analyzed transcripts and chat data thematically. Four themes emerged: (1) external and internal pressures to conform to dominant beauty norms; (2) the emotional and physical toll of managing those expectations; (3) the labor of educating others about Black hair; and (4) affirmation and empowerment through natural hairstyles. Findings illuminate how family expectations, institutional culture, and societal norms converge to shape leadership identity. The study calls for inclusive definitions of professionalism and leadership preparation that affirm Black women’s authenticity and cultural expression in educational settings.
Keywords
Black women school leaders; hair discrimination; cultural identity; professionalism; leadership identity;
Professional Bio
Dr. Chinasa Elue is an award-winning scholar, speaker, and grief coach whose work centers on leadership, well-being, and equity in educational and organizational contexts. She serves as a Professor of Educational Leadership and Higher Education at Kennesaw State University, where she researches grief leadership, trauma-informed practices, and the experiences of Black women in academia and K–12 leadership. Dr. Elue empowers individuals and institutions to lead with empathy and authenticity. Her work has been featured in USA Today, DiversityInc, and the Journal of Higher Education, as well as other outlets.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Elue, Chinasa; Croft, Sheryl; Thomas, Tamela; and Juergensen, Miyoshi, "Beyond the Crown: Hair, Identity, and the Politics of Professionalism for Black Women School Leaders" (2026). Georgia Educational Research Association Conference. 84.
https://digitalcommons.georgiasouthern.edu/gera/2026/2026/84
Beyond the Crown: Hair, Identity, and the Politics of Professionalism for Black Women School Leaders
Boston 2&3
Seventy years after Brown v. Board of Education, Black educators remain underrepresented in K–12 leadership, and recent rollbacks in diversity, equity, and inclusion have deepened systemic inequities. This study examines how hair operates as a racialized and gendered site of identity negotiation for Black women school leaders who must navigate Eurocentric standards of professionalism while striving to lead authentically. Using a phenomenological case study design, we conducted a virtual focus group with six Black women educational leaders enrolled in graduate programs at a southeastern university. Guided by the Ecology of Black Women School Leaders Framework, which integrates Intersectionality, Black Feminist Thought, and Ecological Systems Theory, we analyzed transcripts and chat data thematically. Four themes emerged: (1) external and internal pressures to conform to dominant beauty norms; (2) the emotional and physical toll of managing those expectations; (3) the labor of educating others about Black hair; and (4) affirmation and empowerment through natural hairstyles. Findings illuminate how family expectations, institutional culture, and societal norms converge to shape leadership identity. The study calls for inclusive definitions of professionalism and leadership preparation that affirm Black women’s authenticity and cultural expression in educational settings.
