Navigating Identity in Leadership

Jasbir’s story offers a powerful reflection on what it means to lead with integrity, purpose and a strong sense of identity in Further Education. Drawing on her lived experience as both a learner and a senior leader, she explores how background, values and representation can shape a career - and why inclusive leadership matters for staff, learners and the wider FE community.

Personal experience and professional values

Growing up as an Asian child, I believed that hard work and ability would afford me the same opportunities as anyone else. I did not view myself as underrepresented. As my career progressed, particularly on entering senior leadership, I became more aware of how identity, perception and organisational context can shape professional experience.

My values were formed early in life. My grandparents raised my sister and me and, as they did not speak English fluently, attended English for Speakers of Other Languages (ESOL) classes to support our education. Through this, education was understood not simply as attainment, but as a route to dignity, independence and opportunity. These principles continue to guide my leadership approach and my commitment to inclusive practice.

Pathway into Further Education and leadership

I experienced Further Education (FE) firsthand as a learner. After leaving school early, FE provided the route through which I completed my A levels. I was supported by a lecturer who actively advocated for my progression to university, reinforcing my belief in the importance of informed guidance and high expectations. My experience of FE was of a system designed to enable access, progression and achievement.

I have since spent my entire career in FE. After finishing university, I returned to my local college in an administrative role, where I became involved in community learning and widening participation work, supporting regeneration projects and adult learners. This work deepened my understanding of the sector’s role in addressing educational inequality at a local and regional level.

This led me into teaching, where I felt I could make the greatest difference. I have been deliberate about my progression, seeking advice, completing my teaching qualification and moving into environments with clear development opportunities. After relocating for my first teaching role, I progressed into curriculum coordination and student services leadership roles. I was motivated by a desire to influence systems that support both staff and learners.

Leadership and representation

My first senior leadership role prompted me to question whether I was being seen primarily for my competence or my ethnicity. Being told that my appointment addressed representation was destabilising and affected my confidence within leadership spaces.

With support, including coaching, I was able to process that experience and reaffirm my professional capability and strengthen my leadership purpose.

Championing fair progression

Since then, I have supported the development of more diverse senior leadership teams by mentoring aspiring leaders and creating opportunities for experience building. This includes governance exposure, shadowing and strategic projects.

Representation matters, but integrity is essential. I am committed to ensuring recruitment and progression are based on capability, while addressing less visible barriers that can limit access to leadership.

Impact on learners

My values shape how I approach learners and provision. I have consistently advocated for student-centred practice that recognises lived realities. This includes introducing free breakfast provision and embedding careers education, enrichment and work experience within curriculum strategy.

My background has also informed my understanding of ESOL learners and the risks of conflating language barriers with ability. Supporting an ESOL learner to progress from entry-level provision to becoming a qualified doctor reinforced my belief that aspiration, when matched with the right support, should not be constrained by language or initial pathway.

I continue to teach alongside my leadership role. This keeps me connected to learners and helps make progression feel more visible and accessible.

Leadership practice and purpose

As a parent, I am guided by the standards I would expect from the institution my own children attend: one that is safe, inclusive and committed to high expectations. That perspective informs my decisions and priorities as a leader.

For those aspiring to leadership roles in FE, my advice is practical: seek mentorship, understand the breadth of senior leadership responsibilities and be honest about development needs. Capability in areas such as finance, governance and strategic leadership is as important as curriculum and quality expertise.

When leadership is grounded in values, clarity of purpose and professional competence, representation becomes substantive rather than symbolic. This strengthens the sector as a whole.