When Black women step into leadership roles, they confront well-documented organizational obstacles that hinder their progress. Existing research indicates that they experience differential treatment due to their intersectional identity as Black females, and these hindrances significantly impede their path to success. To increase the success of Black women in leadership roles, they need to be supported by professional development dedicated to strengthening their leadership self-efficacy. Through the theoretical lenses of intersectionality and the glass cliff phenomenon, this study investigates how an arts-based sister circle model impacts the leadership self-efficacy of Black women in leadership positions within the arts and culture sector in predominantly white organizations. Using an arts-based Experiential Learning Theory paradigm, this mixed-methods participatory action research design incorporated three virtual sister circle meetings, a participant interview, and a pre- and post-Leadership Self-Efficacy survey. Qualitative data also included digital journals, artistic reflections, and word clouds. I invited participants to join based on the following criteria: (a) Black woman, (b) manager or administrator, (c) working in a predominately white arts and culture organization such as a community arts school, art gallery, or music organization, and (d) commitment to engage in online and workplace learning experiences. Five participants throughout the United States began the study, though only two completed the innovation due to attrition connected to their work. Assertions deduced from the results were: (1) Black women face many challenges when promoted into leadership positions in predominantly white organizations, driving them to seek opportunities to network and create community with other Black women leaders; (2) Sister Circle meetings serve as community spaces providing opportunities for deep conversation and problem-solving without fear of retribution about the social, cultural, and emotional challenges they face as Black women leaders in their organizations; and (3) Participation in Sister Circle meetings may enhance leadership self-efficacy and career development and positively impact work-life balance. Survey results reinforce the sister circle model's positive influence on Black women. The findings collectively suggest that sister circles, as a coaching model, fulfill a crucial role in addressing the nuanced needs of Black women in leadership positions.

Amidst mounting global crises spanning environmental, social, and economic domains, sustainability education has emerged as a vital pathway toward a thriving future. However, despite its promise, the concept of sustainability often remains superficial, leaving educators ill-equipped to address its complexities. While efforts to integrate sustainability into education are underway, critical pedagogy, a crucial tool for fostering social change, is notably absent from instructional practices. This action research project utilized critical pedagogy to design and implement a critical professional development (CPD) workshop within a larger fellowship program to center justice within sustainability in both content and pedagogical approach. As a result, participants’ definitions and understandings of sustainability increased across all measurements of extent, breadth, and depth. Specifically, participants redefined collaborative relationships and more prominently included notions of justice and equity in their conceptualizations of sustainability and sustainability education. The use of critical pedagogy encouraged teachers to analyze intersectional oppressive systems and fostered a new, critical perspective on sustainability. In their own educational designs, participants demonstrated an intention to model elements of critical pedagogy, such as dialogic action and permeable content. Finally, in alignment with the intended outcomes of CPD, participants developed cooperative space for co-learning, built unity, shared leadership, and felt confident implementing their own professional development to address context-specific concerns. By using critical pedagogy in sustainability education, the workshop participants prioritized deep and caring relationships which fostered empathic engagement with the intersectional and often dehumanizing systems that have led to interconnected global crises. The results indicated that using CPD as a framework could be effective in teacher professional development for sustainability as a design and implementation tool to center critical work that examines systemic issues of injustice and exploitation against both humans and our planet.