As the nation is reckoning with multiple social injustices including systems of oppression and brutality, the evidence is clear that racial inequities exist in most systems, including schools. In addition to data gaps in test scores, unequal participation in clubs and sports, and the failing of punitive school discipline, there is a large equity gap in the racial demographics between students and school leadership across the United States. More recently, this difference is seen as possibly contributing to the academic and social difficulties of students. Research shows that school leaders who are like the student population they serve may have more resources, experience, dispositions and knowledge to understand the many contexts of students, their families and the communities they represent. “Hispanic and Black students experience the largest principal representation gap. In comparison to White peers, students of color are less likely to encounter a principal who shares their ethnicity” (Grissom, et al., 2021, p.12).

Research indicates that before schools can close the achievement gap, it must be recognized that not all students, teachers or school leaders experience school in the same way (Javius, 2020). Many school districts have discussed the importance of a diverse workforce to better serve students’ academic and social needs. Additionally, research notes that current teachers and leaders of color are some of the quickest to leave the profession. The Learning Policy Institute (Ingersoll, R. & May, H., 2016) finds a lack of support and isolation, additional unpaid assignments, few advancement opportunities, and site leaders untrained in a diversity lens are some of the reasons for the lack of retention of schoolteachers and leaders of color.

A focus group with teachers of color discussed barriers into the leadership gap, giving new insights into how to encourage and retain teachers and emerging leaders of color in our schools. Citing from the focus group, personal factors that contribute to current teachers of color not taking on leadership roles include a no-trust mindset of their colleagues, lack of networking or mentorship, skepticism of the system, fatigue from few connections, feeling he/she is not a good fit for a leadership role, non-acceptance in peer groups, and groupthink that reinforces disempowerment (Van Vooren, 2019).

Institutional factors at the site that teachers of color say may cause barriers in the workplace include the informal site norms, faculty and community cultural biases, systemic racism, lack of support from other leaders, limited opportunities for praise or advancement and the presence of White fragility.

Kansas State University Center for Research (2022) collected two years of qualitative data with 10 mentors and 10 underrepresented emerging leaders. Data found that the protégés had anxiety over professional growth opportunities. The program showed them how to be mentored and to reframe the experience. Mentors indicated that they were more successful if they gave the mentees space, served as a sounding board, created paths for brainstorming and ensured the mentee felt valued.

The personal barriers, institutional barriers and hesitancy of teachers of color to take the steps to become school leaders calls for immediate training on the part of both the prospective candidates and their site/district leadership. This translates into support strategies for teachers of color who are highly acclaimed for their teaching abilities to feel respected and open to advancement in their current positions. Fortunately, those agreeing to be interviewed also gave solutions to their honest concerns, indicating if these solutions were in place, they might consider joining an Emerging Leader Academy and become an educational leader in some form. These suggestions were also found in research and were implemented in planning the Emerging Leader Academy at California State University San Marcos.

From the literature and small group data collected, engaging a pipeline of school leaders of color will take both macro and micro conditions. The strategies recommended by the literature include targeted recruitment and outreach, financial incentives, mentoring and workplace support (Camp, Oct. 2019). In addition, keeping workload, such as translating (Spanish speakers), serving on multiple committees (diversity representation), and experiencing the heavier responsibility of working in low-performing schools, lighter would not discourage qualified teachers. The strategies suggested by the teachers of color focus group members included implementing a like-cohort to feel connected and share experiences. “This is something we crave” said one participant. In addition, they would like to have program mentors with regular check-in meetings, district leadership trained in a lens of diversity and cultural proficiency, and scholarships to relieve the financial burden of the leadership credential and master’s degree. On the social-emotional side, they want to connect with the right language and support to see the big picture, meet program alumni of color to share their stories, practice how to lead while leaning into the discomfort, and feel like they could make a difference.