The Michelles of Education: How White Leaders “Guide” Confident Black Students to Stay in Their Place

Let’s talk about the unspoken heroes of the educational system — the white women and men in leadership, affectionately dubbed “The Michelles of Education.” These fine individuals have mastered the art of “correcting” Black students who dare to be intelligent, confident, and — dare I say — secure in their abilities. It’s a tough job, but someone has to ensure that these students understand their place in the grand hierarchy of academic insecurity.

It’s not easy being a white leader, especially when you’re constantly faced with the audacity of Black students who actually believe in themselves. Whether it’s a snide remark disguised as a compliment or a subtle microaggression cloaked as feedback, these leaders work tirelessly to keep everything in balance, reminding students of color that self-confidence and intelligence should be rationed — carefully.

The Fine Art of the Microaggression

You know, it’s really an underrated skill, this thing white leaders do called “microaggressions.” It’s so nuanced that the recipient isn’t even sure what hit them. That’s what makes it so brilliant. Dr. Chester M. Pierce first coined the term in the 1970s, but it was really in 2007 when Dr. Derald W. Sue broke it down into categories that we could all enjoy: microassaults, microinsults, and microinvalidations. Let’s be real — it’s a masterpiece.

Take the microinsult, for example. Imagine a Black student eloquently presenting their ideas in a classroom. Enter the Michelle of the moment, ready to restore order with the age-old classic: “Wow, you’re so articulate!” Translation: “I didn’t expect someone like you to string two sentences together, but you managed it! Bravo!”

Then, there’s the ever-popular microinvalidation. When a Black student raises an issue of race, perhaps referencing the subtle exclusion they feel in an all-white leadership team, they’re quickly reassured with a gem like: “Oh, I don’t see color. We’re all the same here!” Of course, this is leadership’s way of saying, “Let’s pretend your experiences don’t exist because they make me uncomfortable.”

And who could forget the almighty microassault? Though rarer, it’s the outright attack on a student’s identity, often sugarcoated enough to dodge consequences. Think of the bold leader who “accidentally” mixes up the only two Black students in class. Oops! Must be so hard to tell them apart, what with all that diversity.

Feedback That’s Definitely Not Racist

Ah, feedback — the cornerstone of professional and academic growth. But let’s not kid ourselves. When it comes from white leaders to Black students, it often comes wrapped in a neat little package of indirect racism and thinly veiled condescension. You know, because the last thing we want is for a Black student to feel too secure in their abilities.

Let’s picture it. A Black student walks into a classroom with their head held high, exuding confidence and intelligence. A white leader is immediately uncomfortable, their insecurities bubbling just below the surface. What happens next is a time-honored tradition: the delivery of feedback meant to take that student down a peg or two. "You're very confident," they'll say, with just the right tone to imply, "a little too confident for someone in your position."

When that same student excels in class and expects praise, they’re met with “constructive” feedback that’s really a thinly veiled critique of their existence. "You did great on that presentation, but maybe work on your tone. You sounded a little aggressive." Aggressive. Right. Because nothing says “aggression” like a Black student displaying knowledge and competence.

Williams et al. (2020) hit the nail on the head with their study of Black educators on predominantly white campuses. They found that these educators often received feedback focusing on their “attitude” or “aggressiveness” — feedback that, coincidentally, is rarely given to their white counterparts. Funny how that works. It’s almost as if any display of confidence or assurance from a Black individual is a direct threat to the fragile egos of white leadership.

Statistics That Keep the Power Dynamic Alive

Let’s dive into the numbers, because nothing screams "equality" quite like the stark underrepresentation of Black leadership in education. According to the National Center for Education Statistics (NCES), a whopping 78% of public school principals in the U.S. are white. Meanwhile, only 11% are Black, and a mere 8% are Hispanic. So, in a field designed to prepare students for the real world, the people running the show are almost exclusively from one race.

What does that mean for Black students? Well, studies, such as the one by Gershenson et al. (2017), show that Black students who have at least one Black teacher are 13% more likely to go to college. You’d think this would light a fire under educational institutions to diversify their leadership. But no, because why mess with a system that’s working so well for white leaders?

After all, the fewer Black leaders we have, the easier it is for the remaining white ones to continue doling out their special brand of feedback — feedback that’s not about helping students succeed but about reminding them to stay in their lane.

The “Guidance” of the Michelles

Now, if you’re wondering how these white leaders manage to keep the system running so smoothly, look no further than the guiding hand of The Michelles of Education. These leaders are skilled in delivering advice that doesn’t actually help but instead subtly pushes Black students toward compliance. It’s leadership with a twist — the twist being, of course, that the students are only allowed to excel within certain, pre-approved boundaries.

When a Black student shows up with big ideas or ambitions, the white leader — like a seasoned pilot steering the plane into turbulence — calmly redirects. “Maybe you should consider something more practical,” they might say, encouraging the student to lower their expectations while making it seem like sage advice. If a student dares to reach too high, they’re told to temper their confidence with a healthy dose of humility (because God forbid a Black student believe in their own abilities without permission).

And heaven help the Black student who asserts themselves in class. You see, for The Michelles, an assertive Black student is the equivalent of an academic rebel without a cause. They’re quickly labeled as “difficult” or “intimidating.” All it takes is one glance, one confident remark, and suddenly, they’re the problem — the wild card that white leadership needs to rein in.

The Psychological Toll

Of course, none of this comes without consequences. Microaggressions, indirect racism, and constant undermining have a cumulative effect on Black students and educators alike. Monnica Williams and colleagues (2020) found that these subtle forms of racism are associated with higher levels of stress, anxiety, and depression. In educational settings, where students are supposed to be nurtured and supported, they instead find themselves navigating a minefield of racial tension.

For Black students, these experiences don’t just affect their emotional well-being; they also impact their academic performance. A 2015 study published in the Journal of Counseling Psychology revealed that students who frequently experienced racial microaggressions reported lower levels of academic self-efficacy. In other words, being repeatedly knocked down by the very people who are supposed to uplift them eventually takes its toll.

Conclusion: Staying in Your Place

At the end of the day, The Michelles of Education — those white leaders who can’t quite stomach the sight of a confident Black student — are the gatekeepers of the status quo. They work tirelessly to ensure that racial inequality remains firmly embedded in the education system, all while hiding behind the guise of “constructive criticism.”

But what would happen if Black students didn’t heed their advice? What if they continued to show up, confident, intelligent, and unbothered by the attempts to put them in their place? Well, that might just be the white leader’s worst nightmare — a future where Black students break free from the shackles of microaggressions and thrive despite the odds. Now that would be a revolution.

References

Gershenson, S., Holt, S. B., & Papageorge, N. W. (2017). Who believes in me? The effect of student–teacher demographic match on teacher expectations. Economics of Education Review, 52, 209-224. https://doi.org/10.1016/j.econedurev.2016.03.002

Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271-286. https://doi.org/10.1037/0003-066X.62.4.271

Williams, M. T., Skinta, M. D., Kanter, J. W., Martin-Willett, R., Mier-Chairez, J., Debreaux, M., & Rosen, D. C. (2020). A qualitative study of microaggressions against African Americans on predominantly white campuses. Journal of Black Psychology, 46(2), 165-193. https://doi.org/10.1177/0095798420916517