Journal of Educational Leadership in Action


This article presents a comprehensive literature review of relevant literature examining the position of minority school leaders on the educational landscape. The point of departure is the underrepresentation and invisibility of Black immigrants in school leadership. The review examines the advocacy discourse addressing the minority leadership gap and advocating for their equitable representation in school leadership. The literature that discusses how minority leaders interpret their roles and purposes as well as the meaning they assign to them was also reviewed. The review then moves into the written discourse about the professional boundaries that minority educators cross to become school leaders and the changes they undergo to become successful. The final two sections survey the literature addressing the topic related to their mental frame orientations and leadership style attractions and explore their lives and experiences with leadership at various school contexts. The literature reviewed demonstrates the urgency for and the relevance of an investigation on the experiences and narratives of Black African immigrants in school leadership.


Bertrand Tchoumi earned his Doctorate in Urban Education Leadership from Morgan State University where he taught French at the Department of World Languages and International Studie. His research focuses on the narratives of Black African Immigrants in school leadership and decolonizing methodologies. He is the founding principal of the Baltimore International Academy West.

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This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.