Arab Women as Change Agents in K-12 Educational Leadership: Overcoming Barriers and Driving Equity

Abstract

Arab women in K-12 educational leadership face cultural expectations, systemic barriers, and institutional biases. This study explores their leadership journeys through a qualitative multiple case study, featuring semi-structured interviews with eight Arab women leaders in U.S. education. Findings reveal key challenges, including gender norms, professional biases, and the need for self-validation. Despite obstacles, participants exhibit resilience, leveraging self-efficacy, mentorship, and family support. Transformative moments, such as confronting bias and engaging in advocacy, serve as catalysts for leadership. The study underscores the importance of culturally responsive leadership models, representation, and targeted mentorship initiatives. Grounded in sociocultural, critical race, and self-efficacy theories, this research advocates for systemic policy changes to enhance equity and diversity in educational leadership. Findings offer insights for policymakers and educators seeking to foster inclusive leadership pathways.