Introduction
In the UK’s public education sector, women form most of the workforce, while their male counterparts are involved in leadership positions (Curtis, 2017). A recent study conducted by Curtis in London confirms that 63% of teachers in public schools are female while only less than 40% are in leadership positions as the rest are left to males (Curtis, 2020). While the number of women in these positions has generally improved over time, Jacobson and Johnson (2013) observe that women of colour remain underrepresented in educational leadership. An inclusion and diversity research by Curtis (2020) indicates that out of the current women in leadership positions in UK state schools, women of colour represent less than 10%. Existing literature suggests that female teachers from ethnic minorities have increased over time (Wrushen & Sherman, 2008; Curtis, 2017; Pecora, 2006). However, despite this increase, the position of women from African in educational leadership has not improved. Previous literature has also indicated the causes of this shortage and how it could be improved (Grant, 2012). Absent from this discussion has been the extent of systemic racism that has barred women of colour from accessing leadership positions. The study will cover the research gap by identifying existing barriers and how they have hindered female educators from ethnic minorities from accessing leadership positions in the UK.
Curtis (2017) asserts that female educators of colour in the UK have the relevant credentials that have enabled them to excel in various sectors of life. Similarly, Grant (2012) explains that the continued focus of ethnic minorities has empowered females in these communities to take on multiple positions in society. In this regard, it is evident that the lack of women educational leadership is not due to their lack of appropriate testimonials. A study by Jacobson and Johnson (2013) reveals that as early as the 2000s, women of colour had the relevant certifications to act as school heads. The limited number of women in these positions could be linked to existing stereotypes that see men as better placed for leadership. While stereotypes have been identified as barriers to leadership, there is a gap in whether women of colour can act as role models to reduce stereotyping. The study will cover these literature gaps by conducting mixed-methods research with female educators of colour in the UK.
Conceptual Framework
The conceptual framework below indicates several barriers that have hindered female educators from ethnic minorities in the UK from accessing leadership positions. The framework in figure 1 below shows that factors such as gender stereotyping, patriarchal culture, systemic racism, and bias and discrimination have hindered women from African backgrounds from attaining leadership positions. The relationship between these factors is that the patriarchal nature of society has led to gender stereotyping. In contrast, systemic racism has sustained discrimination and bias that has segregated female educators of colour in the UK.

 

 

 

 

 

Figure 1: Conceptual Framework

Aims/objectives of the research followed by research questions:
Aims and Objectives
The main aim of this study is to assess the barriers facing women of colour in educational leadership in the UK Specifically, and the research will achieve the following objectives;
⦁ To determine the barriers faced by female educators of African backgrounds in assessing leadership positions in state schools in the UK.
⦁ To assess the extent to which systemic racism has barred women of colour from considering leadership positions within the education sector in the UK.
⦁ To determine the role of women of colour in the education sector in reducing stereotypes within their work environment.
⦁ 4. Investigate why women of African descent still lack education in leadership positions.
Research Questions
The study seeks to answer the following research questions.
⦁ What are the factors hindering women of colour in educational leadership in the UK?
⦁ How has systemic racism within the UK institutions prevented women of colour from assessing leadership positions in the UK state schools
⦁ What is the role of female educators of colour in reducing stereotypes associated with women in educational leadership?
⦁ Why are the female educators of colour still unable to achieve leadership despite the progress made towards inclusivity and diversity?