Tag: color

How challenges, experiences shape superintendents of color

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NEW ORLEANS — “It doesn’t matter what I brought to the table in terms of preparation. In the eyes of some, I’m just gonna be ill-equipped.”

That sentiment, expressed by Denver Public Schools Superintendent Alex Marrero, sums up the double standards he says education leaders of color face regularly.

“Double standards are so, so, so real, and you all need to accept that,” Marrero told a packed session this month at the annual conference of AASA, The School Superintendents Association.

“Hopefully during our time, that shifts. But once you realize that’s the reality, you’ll be well-equipped to navigate the turbulent waters that, again, were not designed for us to succeed as scholars, much less leading organizations like ours,” said Marrero, who has led DPS since 2021 and is the district’s third superintendent since 2018.

Just 200 — or roughly 40% — of the nation’s 500 largest school districts, the superintendencies are held by leaders of color, according to 2024 data from ILO Group’s Superintendent Research Project. Furthermore, only 72 — or 14% — of those school superintendents are women of color.

During two March 7 AASA conference sessions, Black and Latino leaders from eight districts nationwide shared their challenges and experiences, as well as insights on what helped them reach their position — and what keeps them going. Here are three takeaways.

Identity matters

Martha Salazar-Zamora, superintendent of Texas’ Tomball Independent School District, demonstrated how she sometimes changes her speech depending on who she’s speaking with.

“I learned that, at times, I am Martha Salazar-Zamora, and there are times where I’m Martha Salazar-Zamora,” she said, dropping her accent the second time she spoke her name. “If you understand that, you understand that. And if you don’t, you maybe never will.”

Known as code-switching, this is the practice of adjusting one’s language, mannerisms or appearance to fit a social context or environment for the comfort of others or to achieve a desired outcome. And it’s something leaders of color might navigate, particularly if they’re the first non-White person to hold a role.

“I knew when I had to be who I had to be. I knew why I had to be, whether it was an interview, whether it was whatever it might be, an introduction,” said Salazar-Zamora.

That doesn’t mean, however, that a superintendent’s identity has to be left at the door. Avis Williams, who resigned as superintendent of Louisiana’s NOLA Public Schools in November, shared the benefit that comes with embracing the idea of having students of color see someone who looks like them.

“When I go to schools, I love it when little girls are like, ‘My hair is like yours.’ Yes, baby, it is,” said Williams. “Some of them will google me, and it’s like, ‘She wore Afro puffs!’”

These can seem like small details, but seeing a leader who looks like them conveys to students, “Anything you see that I have done, you can do that and more,” said Williams. “We have to make sure that we can bring our whole selves into the role in order to really live out that truth.”

As a superintendent in Oregon’s Gresham-Barlow School District from 2017 to 2021 , Katrise Perera was the only Black woman district leader in the state, she said. “In my second year, we had another Black superintendent, a male.”

One specific memory from that superintendency still resonates for her. Once a week, she would read to elementary school classes, and children could sit where they wanted. Eventually, her communications team pointed out to her that in most photos, students of color were sitting close to her in the front.

“They were gathering around me. I still get chills to this day,” said Perera, now superintendent of Texas’ Lancaster Independent School District.

“When it comes to kids, you’re gonna get all of me,” she concluded.

Relationships — and allies — are key

Who you know and the relationships you build can make the difference in climbing professional ladders. LaTonya Goffney, superintendent of Texas’ Aldine Independent School District, told another AASA session how support from White and male allies helped her rise to district leadership.

“It’s about time for men to pave the way for women to be able to do this job,” Goffney said.

Among the nation’s 500 largest school districts, just 30% were led by women, and only 14% are women of color, according to data released by ILO last year.

Goffney attained her first superintendency in 2008 in rural Coldspring, Texas. A middle school principal at the time, Goffney was about nine years into her career as an educator.

Goffney said a mentor who was a White man visited her middle school and said, “You need to apply.” This was followed by a local church pastor, also a White man, stopping by her school and encouraging her to apply.

Though the board initially had someone else in mind, Goffney said that these relationships — as well as those she built during the interview process — helped her get across to the board that as someone who grew up in the community, she understood it and would be ready on day one.

“I had people who believed in me — and again, didn’t look like me,” said Goffney.

A similar story held true five years later, when Goffney moved to the superintendency of Texas’ Lufkin Independent School District. When you’re doing great work, people call, she said, and another mentor who was a White man encouraged her to pursue the top spot in a larger district.

Her initial interview for Lufkin, which the district’s search firm had labeled just a “courtesy interview,” led to a second round, and eventually her hiring as the district’s first Black superintendent — a distinction Goffney has held in all three districts she has led.

“It’s important to be connected and be exposed,” said Goffney.

Engaging the community makes a difference

Getting into a top leadership position is one thing, but engaging the community and having them understand where you’re coming from is crucial for longevity, said speakers in both sessions.

Mark Bedell oversaw Kansas City Public Schools for six years before becoming superintendent of Maryland’s Anne Arundel County Public Schools in 2022. When he started at Kansas City in 2016, the system was in its 16th year of being unaccredited, he said, and the average tenure of the 27 superintendents before him was 1.8 years.

People told him the situation was so bad that he would be “run out” of the district in two years or would leave on his own, he said. But Bedell ended up being the school system’s longest tenured superintendent in over 50 years. And his team — several of whom are also now superintendents elsewhere, he said — ultimately restored accreditation to the district for the first time in 20 years.

“When I interviewed and did my first press conference in Kansas City, I told folks, ‘My job is to come here and help give some hope to a community that was completely hopeless,’” said Bedell. The community, he recounted, faced such systemic issues as racism, lack of affordable housing and violence.

“The permanence of hopelessness was like nothing I’d ever seen,” said Bedell.

“And I said, ‘But we’re going to give these people hope, because not only am I going to live in the city, I’m going to enroll my kids into this school district.’”

This, he said, let the community understand that he was committed to moving the district forward for their children, as well.

There are four types of individuals that superintendents hear from in any community, said Denver’s Marrero. They include those who know how to navigate the system, those with connections that can help them get a direct meeting, those who are elected or in positions of privilege they can leverage, and those who are “loud or obnoxious” enough to be heard.

While it requires little effort to hear from these groups and they shouldn’t be ignored, Marrero said it’s also crucial to hear from everyone else. “That parent who says, ‘I’m always invisible.’ Or that one who’s afraid to speak up, because if you speak up — especially during these times — you may get shipped out.”

It’s important to gather the wants and needs of those often unheard voices and weigh them equally with the others. Incorporating all those voices in your strategic planning, said Marrero, is “the ultimate cheat code.”

“What I’ve been able to prove to my community is that, one, I’m not afraid of — as the saying goes — taking one on the chin, and I’m not afraid of making tough decisions,” said Marrero.

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March 14, 2025
A path to wellness for women of color in higher ed (opinion)

I often ignore my well-being—mind, body and spirit—while advancing my academic career. As a woman of color academic, balancing work and life feels very hard. My personal and professional lives are tangled, pulling at me in tiring ways. Relaxing seems wrong, and resting feels like a luxury.

I get so caught up in meetings and deadlines that on a typical day I often skip lunch. I forget to drink water and don’t even step outside for fresh air. My self-care plan has been “out of sight, out of mind.”

Now, in my 40s, I see the toll this has taken. I struggle with muscle spasms, neck pain, mental health issues and deep exhaustion. The hardest part? My six-year-old daughter says, “Mom works a lot.”

Enter Slow Living: A Revolutionary Recalibration

The slow living movement, rooted in the slow food movement, promotes a lifestyle centered on mindfulness, sustainability and quality over quantity. It encourages us to slow down and make intentional choices in a world that often values speed and productivity. This philosophy emphasizes the importance of relationships, well-being and balance.

For women of color in academia, slow living practices provide a means to counteract the intense pressures of teaching, administration, funding and publication. These pressures are heightened by systemic challenges such as microaggressions, tokenism, code-switching and the obligation to mentor students from similar backgrounds. This leads to cultural taxation and the demands of invisible labor, resulting in increased stress and burnout. The slow living approach promotes self-care and helps us reconnect with what truly matters, enhancing resilience and mental well-being.

The Invisible Burdens Women of Color Carry

Women of color in academia often face unique challenges that remain invisible to many of their peers. For example, the overwhelming burden of service work, particularly mentoring students of color, frequently contributes to feelings of isolation and burnout. While mentorship is vital and rewarding, it takes a significant toll, contributing to a sense of alienation, invisible labor and racial battle fatigue. The emotional and intellectual labor involved often detracts from time that could otherwise be spent on research, teaching or personal pursuits. Addressing these issues requires a deeper understanding of systemic obstacles and intentional efforts to foster equitable academic environments.

Furthermore, women of color academics often encounter challenges related to tokenism within predominantly white academic settings. Their roles can be perceived as symbolic, which leads to the expectation that they represent entire racial or ethnic communities. Faculty of color are frequently called upon to address student concerns regarding racism or to spearhead diversity, equity and inclusion initiatives, a burden not equally shared by their white colleagues.

Moreover, microaggressions—subtle yet harmful discriminatory behaviors—can create an environment in which faculty of color feel compelled to continually validate their competence. These experiences highlight the need for systemic change to cultivate a more inclusive atmosphere where women of color faculty can thrive and contribute their invaluable perspectives.

The Slow Living Solution

The principles of slow living offer women of color academics a robust way to reclaim their time and energy, enabling them to focus on their well-being, passions and purpose. Embracing slow living practices may aid us in navigating the often overwhelming demands of academic life with greater intention and balance, which may amplify self-agency.

Mindfulness practices such as morning meditation or walking in nature can provide essential moments of peace. Setting boundaries, saying “no” to additional commitments and taking mental health days are other strategies that allow academics to preserve their energy. Intentional time management helps reduce stress and ensures alignment with personal values, creating a more fulfilling academic experience. Institutional support for mindful practices can be crucial in promoting the well-being and retention of women of color faculty by creating environments that prioritize self-care, work-life balance and mental health.

Slow living enhances career satisfaction by aligning daily tasks with long-term goals. Reflecting on work can help identify opportunities that bring purpose and joy, like prioritizing collaborative projects that match personal values. A model that reflects this intentional approach is transformational leadership in academia. This model focuses on leaders encouraging collaboration, promoting shared goals and emphasizing personal growth and well-being. Women of color faculty may use this model to engage in work that is aligned with their values and supported by institutional leadership, promoting meaningful collaboration and decreasing the likelihood of feeling disconnected or burned out.

Incorporating slow living into academia can inspire a ripple effect across departments and institutions. Women of color faculty prioritizing well-being and balance set a powerful example for colleagues and students. These shifts can foster a culture that values mental health and personal fulfillment as much as professional achievement. Over time, tailored slow-living principles could encourage academic institutions to reimagine success metrics, emphasizing sustainability, collaboration and community impact.

From Individual Change to Institutional Transformation

Slow living can’t flourish in a vacuum. For women of color faculty to thrive, institutions must provide meaningful support. Structural changes can transform individual efforts into a sustainable culture shift—and, honestly, wouldn’t academia be better off for it?

Institutions can enhance the well-being and retention of women of color faculty through several structural changes. Implementing flexible work policies, such as remote teaching and flexible hours, helps faculty manage their professional and personal lives. A holistic approach to tenure and promotion that values work-life balance, teaching quality, mentorship and community impact fosters inclusivity. Mentorship programs and employee affinity groups provide essential support and collaboration. Additionally, dedicated mental health resources help mitigate burnout. Programs like the Advancing Faculty Diversity initiative at the University of California celebrate (and fund) faculty DEI contributions. Finally, incentivizing collaborative work can shift success metrics to prioritize impactful contributions, benefiting faculty and institutions.

A Paradigm Shift Worth Embracing

After years of pushing myself to the limit, I realized it was time for a change. While moving to a peaceful countryside cottage wasn’t possible, I discovered that small daily habits could transform my busy life. I started by walking: Each morning, I would take a 10-minute walk through my neighborhood, paying attention to the rhythm of my steps and allowing myself to immerse in the present moment fully. I also began typing slower, breathing mindfully and speaking intentionally. These simple changes introduced mindfulness, making me feel less frantic about productivity and helping me prioritize quality family time.

Embracing slow living in my professional life has been a game-changer. It’s helped me focus on well-being and redefine success as living better rather than just doing more. As academics, we should celebrate lifelong learning and incorporate slow living into our lives. After all, if we’re too busy to care for ourselves, what are we truly working for?

So here’s my challenge to you, dear reader: Take a deep breath. Walk a little slower. Break away from the chime of an email sitting in your inbox. Speak with intention. Let’s rewrite the script that tells us we must hustle to the point of harm. Our careers, families and, most importantly, we are worth it.

Kenyatta Y. Dawson is a program director and faculty member at Texas Woman’s University. She specializes in diversity, equity, inclusion, student success and professional development in higher education. Her research focuses on mentoring adult learners, career satisfaction and equity-driven leadership. Grateful to Texas Woman’s University’s Women’s Thought Leadership Program for advancing underrepresented voices, Dawson embraces the Write to Change the World mission for inclusivity and social impact.

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January 10, 2025
Data Show Women and People of Color Have Lower Representation Among the Highest-Paying Higher Ed Professional Jobs – CUPA-HR

by CUPA-HR | July 17, 2024

New research from CUPA-HR on the state of the professional workforce in higher education shows that women and people of color are not only being paid less than White men in the same position, but also are less likely to hold higher-paying positions.

CUPA-HR’s research team analyzed data from the Professionals in Higher Education Survey, a comprehensive data source that collects salary and demographic data on more than 293,000 professionals in 409 positions from approximately 985 higher ed institutions, to evaluate representation and pay equity for women and professionals of color from 2016-17 to 2023-24.

The Findings

Women and people of color have lower representation among the highest-paying professional jobs. Women and people of color have lower representation among six-figure (i.e., paid more than $100,000) jobs in comparison to all other professional jobs. White men held 40% of six-figure jobs but held 28% of jobs paying less than $100,000.

Pay equity has improved slightly for women over the past eight years, but women of most races/ethnicities are still paid less than White men. Except for Asian women, women of all other examined races/ethnicities were paid less than White men in 2023-24.

Over the past eight years, the representation of people of color increased among higher ed professionals; the increase in the representation of women of color was more than double the increase in the representation of men of color. The representation of people of color increased from 22% of professionals in 2016-17 to 26% of professionals in 2023-24. During this time, women of color had more than two times the increase in their representation than did men of color (26% increase for women versus 10% increase for men).

Older women experience greater pay gaps than younger women. Women over age 42 had larger pay gaps relative to White men than did women age 42 or younger.

Explore the interactive graphics and read the full report, The Higher Ed Professional Workforce: Composition and Pay Equity by Gender and Race/Ethnicity From 2016-17 to 2023-24.

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July 17, 2024
Data Show Women and People of Color Aren’t Advancing to Higher Faculty Ranks at the Same Rate as White Men – CUPA-HR

by CUPA-HR | May 2, 2024

New research from CUPA-HR on the state of the faculty workforce in higher education shows that despite some growth in representation among tenure-track women and faculty of color in new hires, advancement to higher faculty ranks remains a barrier. What’s more, these promotion gaps are found in every faculty discipline.

CUPA-HR’s research team analyzed data from the Faculty in Higher Education Survey, a comprehensive data source that collects salary and demographic data by tenure status, rank, and faculty discipline, to evaluate representation and pay equity for women and faculty of color from 2016-17 to 2022-23.

In addition to the finding that women and faculty of color are not being promoted to senior faculty ranks at the same rate as White men, the data also show that women, Black, and Hispanic or Latina/o faculty are better represented in non-tenure-track than in tenure-track positions, and that pay gaps in non-tenure-track positions persist for these groups. Combined with the fact that these groups are less likely to be promoted to higher ranks in tenure-track positions, the result is that a substantial segment of faculty, primarily women and people of color, are employed in positions that pay lower salaries throughout their careers.

Other Findings

Tenure-track faculty positions are on the decline. There has been a decline in tenure-track positions and a corresponding increase in non-tenure-track positions over the past seven years. In 2016-17, tenure-track roles accounted for 73% of faculty, but by 2022-23, this proportion fell to 66%, with a marked increase in non-tenure-track positions over the last two years. Additionally, the percentage of new tenure-track assistant professor hires dropped in recent years, indicating a trend toward more new non-tenure-track hires.

The representation of women and people of color in tenure-track faculty positions is increasing, yet challenges remain. There was a notable increase in the representation of tenure-track (TT) women and faculty of color from 2016-17 to 2022-23. In 2022-23, more than one-fourth (26%) of TT faculty were people of color. This marks a 28% increase over the span of seven years, compared to 2016-17, when faculty of color constituted closer to one-fifth (21%) of all TT faculty. However, the growth in racial/ethnic representation still lags when compared to the demographic composition of U.S. doctoral degree holders. Further, despite strides toward pay equity for tenure-track faculty of color, White women in tenure-track positions still face persistent pay gaps in 2022-23.

Explore the interactive graphics and read the full report, Representation and Pay Equity in Higher Education Faculty: A Review and Call to Action.

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May 2, 2024
CUPA-HR’s Equal Pay Day Data for Higher Education: Women in Higher Ed Are Paid Just 82 Cents on the Dollar, Most Women of Color Are Paid Even Less – CUPA-HR
by Julie Burrell | March 12, 2024

Since 1996, the National Committee on Pay Equity has acknowledged Equal Pay Day to bring awareness to the gap between men’s and women’s wages. This year, Equal Pay Day is March 12 — symbolizing how far into the year women must work to be paid what men were paid in the previous year.

To help higher ed leaders understand, communicate and address gender pay equity in higher education, CUPA-HR has analyzed its annual workforce data to establish Higher Education Equal Pay Days for 2024. Tailored to the higher ed workforce, these dates observe the gender pay gap by marking how long into 2024 women in higher ed must work to make what White men earned the previous year.

Higher Education Equal Pay Day fell on March 5, 2024, for women overall, which means that women employees in higher education worked for more than two months into this year to gain parity with their White male colleagues. Women in the higher ed workforce make on average just 82 cents for every dollar a White male employed in higher ed makes.

Highlighting some positive momentum during this Women’s History Month, some groups of women are closer to gaining pay equity. Asian American women in higher ed worked two weeks into this year to achieve parity on January 14 — not ideal, but by no means insignificant. In fact, during the academic year 2022-23, Asian American women administrators in particular saw better pay equity than most other groups, according to CUPA-HR’s analysis.

But the gender pay gap remains for most women, and particularly for women of color. Here’s the breakdown of the gender pay gap in the higher ed workforce, and the Higher Education Equal Pay Day for each group.* These dates remind us of the work we have ahead.
- March 5 — Women in Higher Education Equal Pay Day. On average, women employees in higher education are paid 82 cents on the dollar.
- January 14 — Asian Women in Higher Education Equal Pay Day. Asian women in higher ed are paid 96 cents on the dollar.
- March 1 — White Women in Higher Education Equal Pay Day. White women in higher ed are paid 83 cents on the dollar.
- March 12 — Native Hawaiian/Pacific Islander Women in Higher Education Equal Pay Day. Native of Hawaii or Pacific Islander women in higher ed are paid 80 cents on the dollar.
- March 28 — Black Women in Higher Education Equal Pay Day. Black women in higher ed are paid 76 cents on the dollar.
- April 12 — Hispanic/Latina Women in Higher Education Equal Pay Day. Hispanic/Latina women in higher ed are paid 72 cents on the dollar.
- April 22 — Native American/Alaska Native Women in Higher Education Equal Pay Day. Native American/Alaska Native women are paid just 69 cents on the dollar.
CUPA-HR research shows that pay disparities exist across employment sectors in higher ed — administrators, faculty, professionals and staff — even as the representation of women and people of color has steadily increased. But with voluntary turnover rising, not addressing pay disparities could be costly.

CUPA-HR Resources for Higher Education Equal Pay Days

As we observe Women’s History Month and Higher Education Equal Pay Days for women, we’re reminded that the fight for equal pay is far from over. But data-driven analysis with the assistance of CUPA-HR research can empower your fight for a more equitable future.

See our interactive graphics that track gender and racial composition, as well as pay, of administrative, faculty, professional, and staff roles, collected from CUPA-HR’s signature surveys:

*Data Source: 2023-24 CUPA-HR Administrators, Faculty, Professionals, and Staff in Higher Education Surveys. Drawn from 633,020 men and women for whom race/ethnicity was known.

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March 12, 2024