Studies of teachers' lives, careers, and working environments (within the Canadian context) have until recently excluded the narratives of minority and Black women. This gap in knowledge when interrogated provides an informed angle from which to gage the effectiveness of educational policies and initiatives. The particular policy identified in this article is affirmative action, for women teachers that are focused on their promotion to educational administration. This article is informed by a teacher's reconstruction of her experiences “working against the grain” of a White teaching profession and conservative board of education in Southern Ontario that was reticent to accept employment equity for “racial-minority” women teachers before the advent of 1992 racially inclusive legislation. The time frame of the subject's narrative and her struggle for inclusion occurred between 1970 and 1983. The study draws attention to how a Black professional woman finds she must resist these limitations in her day-to-day professional life.
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