Accessibility

, 134

All-Black schools

, 46–47

American Association of School Administrators (AASA)

, 21

American Educational Research Association (AERA)

, 156

American school superintendency

, 19–20

American Teachers Association (ATA)

, 46–47

ANOVAs

, 7–9

Anti-Black language

, 99

Anti-Black space

, 98

Barriers

and challenges in employment of teachers with disabilities

, 135–136

to diversifying workforce

, 125–126

in employment of people with disabilities

, 134–135

Black, Indigenous, People of Color communities (BIPOC communities)

, 153

Black businesses

, 46–47

Black communities

, 46–47

Black educators

, 39–40, 46–47

Black feminist thought

, 79

Black people

, 98

Black schools

, 38, 40–41

Black students

, 38–39, 125

Black women educational leaders

, 93–94

Black women leaders

, 93–94

Black women superintendents

, 94

Critical Race Theory

, 95–96

educational leadership programs

, 103–104

hiring practices/policies and recruiting black women

, 102–103

mentorship, networks/connections/support systems

, 101–102

negative stereotypes and microaggressions

, 99–100

resilience of black women educational leaders

, 100–101

White Spaces

, 96–99

Brown v. Board of Education of Topeka

, 35–36, 38

Career adaptability

, 56–58

Career counseling

, 54–55

Career development

, 54–55

Charles Lincoln Harper High School

, 39

Chicana feminism

, 80–81

Chicana feminist epistemology

, 79–80

Collaboration

, 129–130

Coming out at work

, 24–27

Conformity in education

, 156

Convergence of (un) intended consequences

, 45–48

dissolution of historical networking

, 46–47

firing of black educators

, 46

making sense of story

, 47

Coordination

, 129–130

COVID-19 pandemic

, 124

Critical consciousness

, 58, 66

Critical Race Theory

, 95–96

Cultural leadership

, 77

Descriptive statistics

, 7

Desegregation

, 37

in Atlanta

, 36

changes in Harper after

, 43–44

resistance to

, 41–42

teaching experience after desegregation

, 44–45

Disability

, 135

Discrimination

, 28, 30, 96, 140–141

Dissolution of historical networking

, 46–47

Diverse workplace

, 124

building systems and structures for

, 126–129

Diversity as precondition for employee engagement

, 152–154

Dunnett T3 test

, 10–11

Economic conditions

, 58–59

Economic constraints

, 56–58

Education

, 76

post-Brown in Atlanta

, 36–37

system

, 124–125

workforce

, 151–152

Education workplace

, 129

barriers to diversifying workforce

, 125–126

building systems and structures for diverse and inclusive workplace

, 126–129

tensions in workplace for educators of color

, 124–125

Educational importance of employing teachers with disabilities

, 136–137

Educational institutions

, 97–98

Educational leadership

, 2, 110–111

professors

, 101–102

programs

, 103–104

Educators

, 94, 124

of color

, 125

Effects of desegregation

, 35–36

Employee engagement

, 150–152

diversity and inclusion as precondition for

, 152–154

Employee experiences (EEX)

, 149–150

Employment

, 133–134

Entry

, 124–125

Equity-infused vocational lens

, 55

Evidence-based techniques

, 4

Family commitments

, 87

Family responsibilities

, 87

Feminism

, 77–78

Feminist scholars

, 110

Feminist@ Edwards

, 81

Feminist@ Garcia

, 85–86

Feminist@ leadership

, 77–78

Feminist@ Munoz

, 83–85

Feminist@ Silva

, 81–83

Firing of black educators

, 46

Gay superintendent

, 20–22

Gay women

, 2

Gender

, 110–111

identity

, 2–3, 109–110

performance

, 109–110

Gender-role stereotypes

, 54–55

Gendered racism

, 55

Georgia Teachers and Education Association (GT&EA)

, 46–47

Guardrails for team-based staffing

, 129–130

Harassment

, 134

Harmony of equity and excellence

, 154

Heterosexual superintendents

, 23

Historical African American Pedagogical Network (HAAPN)

, 48

Historical autoethnography

, 37

Human resources (HR)

, 149–150

Identity

, 22–24

Inaccessible environment

, 139

Inclusion as precondition for employee engagement

, 152–154

Inclusive education

, 142

work spaces

, 156–157

Inclusive workplace

, 124

building systems and structures for

, 126–129

Inclusive worldview

, 142

Individual-level frameworks

, 54–55

Inferential statistics

, 7–11

Intersectionality

, 100

frameworks

, 55

Interview-based method

, 110

Invisible disabilities

, 134

K-12 educational leadership

, 111–112

K-12 experiences

, 36–37

K-12 school system

, 54

Language

, 98–99

Latina

, 76–77

Latino leaders

, 77

Latino students

, 125

Leadership (see also Mentoring)

, 30, 32, 110

context and background

, 20

methods

, 21–22

purpose of study

, 20–21

results

, 22–32

theoretical framework

, 21

Lesbian, gay, bisexual, and transgender educators (LGBT educators)

, 1–2

demographic data

, 5–6

fear of job loss

, 8, 10

limitations

, 14–15

literature review

, 3–4

method

, 5–6

negative consequences

, 12–13

percentage of respondents with yes answers to survey items

, 8

positive consequences

, 13–14

qualitative findings

, 11–14

quantitative findings

, 7–11

race/ethnicity of participants

, 6

results

, 6–15

results of ANOVA

, 10–11

results of SPSS ANOVA fear job loss

, 9, 11

school level of respondents

, 6

simultaneous positive and negative experiences

, 14

Lesbians

, 2

LGBTQ+

, 20–21

Macroaggressions

, 100

Marginalization

, 56–58

Men educators

, 54

Mentoring

, 110

data collection and analysis

, 112–113

Elizabeth

, 115–116

findings

, 113–115

Gary

, 116–117

literature review

, 110–112

method

, 112–113

Samantha

, 117–118

as stopway to pipeline

, 111–113, 115

Mentorship

, 101–102

Metasynthesis

, 59–60, 63

Microaggressions

, 99–100, 134

Mistreatment

, 134

Moderators

, 58–59

Negative stereotypes

, 99–100

Nepantla

, 84–85

New and better pathways for advancement

, 128–129

Next Education Workforce (NEW)

, 124

Occupational stereotypes

, 54–55

One-way ANOVA

, 9

Outcome expectancy

, 54–55

Outness

, 3

Paraeducator

, 128

Patriarchy

, 109–110, 113, 115

People with disabilities, barriers in employment of

, 134–135

Physical disabilities

, 133–134

Pipeline

, 111–112

Platica

, 80

Post hoc comparisons

, 10–11

Post-Brown

, 42–45

changes in black community

, 43

changes in Harper after desegregation

, 43–44

lack of discipline

, 45

lack of resources

, 45

limited extracurricular opportunities

, 45

low expectations

, 44–45

teaching experience after desegregation

, 44

Pre-Brown Era

, 38–41

Charles Lincoln Harper High School

, 39

earliest educational experiences

, 38–39

extracurricular opportunities

, 39–41

teachers during

, 39

Predictors

, 56–58

Proactive personality

, 58

Progressive human resource management

, 149–150

Psychology of Working Theory (PWT)

, 55–59

model

, 57

moderators

, 58–59, 65–66

predictors

, 56, 58, 64–65

Public education workforce management

, 149–150

Queer theory

, 21

Racial identity

, 155–156

Racism

, 93–94, 97, 100, 103

Reflexión

, 80

Religious affiliation

, 156

Resilience of black women educational leaders

, 100–101

Resistance to desegregation

, 41–42

Role conflict

, 54–55

Role model

, 141–142

Sampling

, 21–22

School leaders

, 1–2

School leadership

, 54

programs

, 111–112

Segregation (see also Desegregation)

, 37

persists in Atlanta schools

, 41–42

Self-acceptance

, 86

Self-efficacy

, 54–55

Self-forgiveness

, 86

Self-love

, 86

Self-reflection

, 86

Sexism

, 100, 103

Sexual orientation

, 2–3, 20

Sexuality

, 2

Social identity theory

, 21

Social intolerance

, 140

Social support

, 58–59

Socialization

, 101

Socioecological lens

, 55

Specializations

, 127–128

Stereotypes

, 99

Storytelling

, 80, 86

Superintendency

, 93–94, 100–101

Superintendent

, 19–21

Superintendent

, 76–77

Systemic biases

, 155–156

Systems-level theories

, 54–55

Talent management

, 149–150

Talent-centered education leadership (TCEL)

, 150

conformity in education

, 156

diversity and inclusion as precondition for employee engagement

, 152–154

education workforce

, 151–152

employee engagement

, 150–151

harmony of equity and excellence

, 154

inclusive education work spaces

, 156–157

seven principles

, 157–160

systemic biases

, 155–156

talent management

, 149–150

Teachers with disabilities

, 133

barriers and challenges in employment of teachers with disabilities

, 135–136

data analysis

, 138–139

data collection

, 138

educational importance of employing teachers with disabilities

, 136–137

experiences

, 134

findings

, 139–142

literature review

, 134–137

methods

, 137–139

opportunities

, 141–142

participants

, 137–138

Team-based staffing

, 126–127

guardrails for

, 129–130

as Lynchpin for diversity and inclusion in workplace

, 130

Testimonios

, 79–81, 86–87

conceptual framework

, 79–80

creating opportunity

, 87–88

findings as

, 81–86

literature review

, 76–79

methods

, 80–81

Texas context

, 78–79

Transcendence

, 79–80

Transfeminist scholars

, 110

Trojan Courier

, 39–40

UN Convention on the Rights of Persons with Disabilities (CRPD)

, 135

Vocational psychology

, 54–55

Voice-of-color

, 96

White flight in Atlanta

, 41–42

White Spaces

, 96–99

White supremacy

, 110

Whiteness

, 96–99

Women educators

, 78

Women of color

, 54

educators

, 54

findings

, 64–66

future research

, 68–69

methods

, 59–64

PWT

, 55–59

Work life

, 27–28

Work volition

, 56–58

Workplace discrimination

, 2–3

Workplace incivility

, 134

Workplace inclusion

, 157