Dr. Kyron Harvell and the Power of Administrators of Color in Michigan Schools

In Michigan and across the nation, conversations about educational equity often focus on teachers and students. Yet, as Dr. Kyron Harvell’s research makes clear, school leaders—particularly administrators of color—play a critical and often overlooked role in shaping equitable, thriving school communities.

Dr. Harvell, principal of Romulus High School and a scholar-practitioner with over two decades of experience in urban education, centers his research on a pressing question: How do principals of color resist, persist, and thrive within oppressive K–12 systems? Through his dissertation, he examined the lived experiences of four principals of color in Michigan, using Yosso’s Cultural Wealth Framework to explore both the barriers they face and the assets they leverage to remain effective leaders.

Understanding the Barriers—and the Strengths

Dr. Harvell’s findings reveal that principals of color navigate complex challenges that go far beyond workload or compensation. Participants spoke about the emotional toll of code-switching, the pressure of constant scrutiny, and the difficulty of navigating systems not designed with them in mind. Yet, what sustained them was not financial incentive—it was community, purpose, and identity.

The most significant sources of strength were social, familial, and aspirational capital. Mentorship, supportive networks, family-like relationships, and a deep sense of calling helped these leaders persist in environments where they often felt isolated. These insights challenge traditional assumptions about retention and suggest that meaningful support—not just policy reform—is essential for sustaining administrators of color.

Why Administrators of Color Matter

Dr. Harvell emphasizes that leaders of color are not only vital for students of color but beneficial for all students. Research consistently shows that diverse leadership reshapes school culture, disrupts harmful stereotypes, and improves outcomes academically, socially, and emotionally. Representation matters—not simply as symbolism, but as a transformative force in how schools function and how students see themselves.

In a state where administrators of color remain a small percentage of school leaders, Dr. Harvell argues that the issue is not a lack of talent but a lack of intentional systems of support. Without structural changes, the pipeline of leaders of color will continue to shrink.

Implications for Policy and Practice

Dr. Harvell’s work offers clear implications for schools and policymakers. He calls for expanded professional development, “grow your own” leadership programs, intentional inclusion practices, and safe spaces where leaders of color can share experiences without fear of retaliation. Inclusion, he argues, must be deliberate—not performative.

As a practitioner-scholar, Dr. Harvell applies these principles daily. At Romulus High School—where students are predominantly Black but staff diversity remains limited—he models leadership rooted in empathy, relationships, and cultural relevance. From launching parent organizations to expanding student opportunities and centering community voice, his leadership reflects a core belief: schools should be places students want to be, not places they are forced to attend.

Reimagining Educational Leadership

Dr. Harvell’s research reframes how we think about leadership in education. Administrators of color are not merely participants in school systems—they are catalysts for equity, belonging, and transformation. His work reminds us that when schools invest in the humanity, networks, and aspirations of leaders of color, they do more than improve retention. They redefine what is possible for students, families, and communities.

Ultimately, Dr. Harvell’s message is both simple and profound: when leaders feel supported, valued, and connected, schools become spaces of hope rather than survival. And when that happens, everyone benefits.