Confronting the racism boogeyman: Educational leaders make meaning of the impact of George Floyd

Abstract

Using a Critical Race framework, researchers conducted semi-structured interviews to explore how educational leaders across Texas have made meaning of the impact of George Floyd on their practices. Findings from this study add to the literature by examining administrators’ reflections on race, racism, and their impact on their approaches to leadership. The four of the most prominent themes that emerged from this qualitative study, including Increased Critical Self Awareness and Reflection, Critical Awareness Influencing Decision Making, Disconnect Between What is Known, What is said, and What is practiced, and Racial Battle Fatigue. Despite the resolute and rampant backlash against Critical Race Theory, the findings from this study underscore its relevance to education. Implications of these findings beseech educational leaders and policymakers to consider implementing professional development and accountability measures that center race in educational equity.