UCLA

Critical scholars have asserted for decades that effective educational programming for black students and communities requires the guidance, governance, and leadership of African American professionals who can understand and affirm the identities of those being served (DuBois, 1935; Lomotey, 1989; Lomotey, 1993; Lightfoot, 1983; Sowell, 1976; Walker, 1993; and Walker 1996). However, community attempts to meaningfully contribute to governing efforts in public school districts have been resisted by systems and powerholders that protect traditional structures and restrict black control, influence, and autonomy (Dougherty, 2004; Forest, 2008; Guttentag, 1972; Podair, 1994; Green, 1970; Morris & Morris, 2000). As a result, many black community organizations have turned to contemporary reform models – namely charter schools – to facilitate grassroots efforts that support black education outside of traditional district systems (Scott, 2012; Whitehurst & Croft, 2010; Rice, 2017). However, little is known about the ability of charter schools to facilitate better experiences for black leadership and/or support black-affirming educational agendas. To explore the role of race in board member leadership, experiences, perceptions, and stakeholder interactions, a QUAL-dominant, mixed methods, case study analysis of an urban charter school is performed.

Quantitative findings indicate that there are significant differences in the way black and white board members experience their board roles. Black board members have deeper connections with school communities and express greater desires to use board roles for uplift and advocacy. Additionally, black board members regularly report negative and adverse treatment in board relationships and interactions with accountability stakeholders. Moreover, qualitative data revealed four pervasive themes relating to the nature of board member experiences across race and stakeholder groups: Community Motivations; Contextual Hyperawareness; Affirmative Representation; and Challenges to Ability and Legitimacy. This study has implications for effective school governance, progressive charter reform, racial formation, grassroots initiatives, and community-based schooling models.