Mrs. Moody recounts a disturbing incident where she witnessed her superintendent bullying a principal during a meeting, leaving her feeling shocked and uneasy. Despite the discomfort, Mrs. Moody grappled with the dilemma of whether to speak up or leave the room. Did the principal stand up for himself? Did anyone else step in to advocate for him? Dive into this gripping narrative that raises profound insights into the dynamics of power and advocacy within educational settings.

Interested in being featured on Urban Educators Anonymous? Submit your story anonymously here: https://forms.gle/YyA8ZhH8nCbp5oud7

Daniel, I. O. (2019). Leadership, language of power, and womanhood [Review of Leadership, language of power, and womanhood]. African Journal of Gender and Women Studies, 4(10), 1–. International Scholars Journals.

Johnson, B.H. (2021). African American female superintendents: Resilient school leader. Journal of Higher Education Theory and Practice, 21(4), 13–32. https://doi.org/10.33423/JHETP.V21I4.4205

Offutt-Chaney, M. (2023). Disciplining Our Own: Politicizing the Image of the Strict Black Principals, 1970-1985. Journal of Urban History, 49(5), 1088–1107. https://doi.org/10.1177/00961442221142061

Miss Fortson, a district administrator, ventures into an urban, self-contained classroom for the very first time. During her observation, she stumbles upon a surprising discovery, opting not to address a small yet significant issue. Did Miss Fortson miss an opportunity by choosing not to intervene, or did she make the right decision? Explore the complexities of this situation and ponder the implications of her choice within the educational landscape.

Interested in being featured on Urban Educators Anonymous? Submit your story anonymously here: https://forms.gle/arHHevPWWCJYLSnv9

Bell, S. C. (2002). Teachers’ Perceptions of Intergroup Conflict in Urban Schools. Peabody Journal of Education, 77(1), 59–81. http://www.jstor.org/stable/1492998

Day, C. & Hong, J. (2016). Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: Challenges of living on the edge. Teaching and Teacher Education, 59, 115–125. https://doi.org/10.1016/j.tate.2016.05.015