This phenomenological study examines how whiteness functions as a structuring principle in international schools across Sub-Saharan Africa, shaping leadership hierarchies and administrative experiences. Through in-depth interviews with 16 administrators (eight white expatriates and eight locals) in four countries, the research reveals persistent racial stratification in management structures, with white administrators disproportionately occupying senior positions despite comparable qualifications among local counterparts. The analysis identifies how whiteness manifests through both visible and invisible institutional arrangements, decision-making processes, and daily interactions that privilege Western knowledge systems and leadership approaches. Local administrators experience continual pressure to prove competence while developing sophisticated strategies to navigate racial hierarchies, including strategic use of cultural mediation roles and pursuit of Western credentials. In contrast, white administrators exhibit varying levels of racial consciousness, from growing awareness of privilege to defensive denial. The study contributes to understanding racial dynamics in international school leadership by documenting lived experiences across racial positionalities and identifying both individual coping mechanisms and emerging institutional transformation initiatives. These findings invite critical reflection on what makes international schools truly “international” in contemporary African contexts and what genuine equity might require beyond surface-level diversity initiatives.
Ünal Deni̇z (Mon,) studied this question.