Relevant bibliographies by topics / African American educators African American school administrators Minority school administrators Women school administrators

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'African American educators African American school administrators Minority school administrators Women school administrators'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "African American educators African American school administrators Minority school administrators Women school administrators"

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Wiley, Kanisha, Rebecca Bustamante, Julia Ballenger, and Barbara Polnick. "African American Women Superintendents in Texas." Journal of School Administration Research and Development 2, no. 1 (2017): 18–24. http://dx.doi.org/10.32674/jsard.v2i1.1922.

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 School superintendents who are African American women are understudied. In this study, researchers explored the lived experiences of African American women superintendents in the state of Texas. The purpose of the study was to identify the challenges, supports, and personal background characteristics that participants believed influenced their ascension to superintendent positions. A phenomenological research approach was used, and data were collected through individual interviews with superintendent participants. Data were analyzed and interpret- ed using Moustakas’ (1994) phenomenological reduction approach. Three major themes emerged in the results: (a) desire to impact others at various levels, (b) sources of personal strength, and (c) external support systems. Subthemes were identified and described for each larger theme. Findings suggest a need to expose aspiring African American women administrators to the challenges and rewards of superintendent positions and increase mentorship opportunities and quality preparation programs.
 
 
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Eddy, Colleen M., and Donald Easton-Brooks. "Ethnic Matching, School Placement, and Mathematics Achievement of African American Students From Kindergarten Through Fifth Grade." Urban Education 46, no. 6 (2011): 1280–99. http://dx.doi.org/10.1177/0042085911413149.

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Educators, administrators, and policymakers focus much attention on closing the achievement gap, and various approaches have been suggested. The present study focuses on one approach being suggested: student–teacher ethnic matching. The study focused on the long-term contributions of African American ethnic matching to mathematical test scores of 1,200 African American students from the Early Childhood Longitudinal Kindergarten—fifth data set. Employing a two-level growth model, this study of impact from student–teacher ethnic matching revealed that a student having at least one teacher who ethnically matched themselves between kindergarten and fifth grade had a significant impact on mathematics achievement.
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Liou, Daniel D., Patricia Randolph Leigh, Erin Rotheram-Fuller, and Kelly Deits Cutler. "The Influence of Teachers’ Colorblind Expectations on the Political, Normative, and Technical Dimensions of Educational Reform." International Journal of Educational Reform 28, no. 1 (2019): 122–48. http://dx.doi.org/10.1177/1056787918824207.

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This ethnographic case study examined the experiences of African American students within an urban school detracking reform initiative, which was intended to replace tracking practices through the institution of small schools. Over the course of a year, the researchers interviewed administrators, teachers, and students while gathering observational data from classrooms to explore the political nature of the reform and its impact on how students were viewed and treated by their teachers. Although this school reorganization aimed to expand opportunities for African American students, ultimately the data illustrated that restructuring efforts failed to change teachers’ attitudes and academic expectations, thereby denying students equitable educations. We found colorblindness to be a key factor that informed teachers’ persistent low expectations for students of color that reproduced tracking practices and inequitable opportunity structures in the smaller schools, thereby reinforcing the former stereotypes of low achievement for those students. This study calls for educators to challenge the racial ideologies of academic achievement, vis-a-vis teachers’ colorblind expectations, through political, normative, and technical dimensions of change to actualize educational equity in urban schools.
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Venugopal, P. Dilip, Aura Lee Morse, Cindy Tworek, and Hoshing Wan Chang. "Socioeconomic Disparities in Vape Shop Density and Proximity to Public Schools in the Conterminous United States, 2018." Health Promotion Practice 21, no. 1_suppl (2020): 9S—17S. http://dx.doi.org/10.1177/1524839919887738.

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We conducted an environmental justice assessment examining the distribution of specialty vape shops in relation to where minority and low-income youth live and attend school. We collated and examined the density of vape shops in public school districts in 2018 throughout the conterminous United States using geographic information systems. We calculated the proximity of vape shops to public middle and high schools through nearest neighbor analysis in QGIS software. We examined the statistical relationships between the density of vape shops in school districts, and proximity to schools, with the proportion of racial/ethnic minorities and those living in poverty. We found that vape shops are more densely distributed, and are in closer proximity to schools, in school districts with higher proportions of Asian and Black or African American populations. However, vape shops were further away from schools in school districts with higher proportions of the population in poverty. The proximity and higher density of vape shops in relationship to schools in Asian and Black or African American communities may result in disproportionate health impacts due to greater access and exposure to vape products and advertisements. Our results may help school district administrators prioritize and target efforts to curb youth vaping (e.g., health education curricula) in these school districts with high density and closer proximity of vape shops to schools. Policy efforts, such as local ordinances restricting the promotion and sale of vaping products close to schools, could help prevent disproportionate human and environmental health impacts to minorities.
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Dissertations / Theses on the topic "African American educators African American school administrators Minority school administrators Women school administrators"

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Quinn, Nathaniel Eugene. "Factors that encourage or discourage African-Americans in attaining educational administrative positions in Missouri /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013013.

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Washington, Carrie Smith Johnson. "A study of former Negro high school students, teachers and administrators in the Piedmont area of North Carolina." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0531102-163233/unrestricted/Washington062302.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2002.<br>Originally issued in electronic format. UMI number: 3083443. Includes bibliographical references (leaves 89-91). Also available via the World Wide Web.
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Taylor, LaBotta. "A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699960/.

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African American female principals typically lead low socioeconomic elementary schools. Administrators in predominately urban schools are familiar with the needs of minority students. Although Title I funds are provided from the national government via local educational agencies (LEAs), this money is normally not enough to keep up with technology integration and programs of more affluent schools. Therefore, African American female administrators rely on culture to develop meaningful relationships with students, teachers, and parents and makeup for any financial hardships, which may exist during the transformation of urban elementary schools. Limited research is available on academic success in urban schools. Over the years, much of the focus has been on failure of underperforming schools with minority students and leaders. Additionally, there is a lack of research on the leadership of African American female school leaders. Thus, it is important to study successful African American female role models in urban schools. The purpose of this study was to examine transformational leadership skills evident in African American female principals at high-achieving, urban elementary schools. What are the transformational leadership skills evident in two African American female principals who work in high-achieving urban elementary schools? It was assumed that African American female principals applied some or all of the skills of transformational leadership when leading in two different urban elementary school settings. Successful transformational leadership can be categorized under the following four components 1) charismatic leadership (or idealized influence, CL or II), 2) inspirational motivation (IM), 3) intellectual stimulation (IS), and 4) individualized consideration (IC) (Avolio, Bass, & Jung, 1997). Results showed that African American female elementary school leaders displayed all tenets of the transformational leadership theory while leading high achieving campuses. However, the transformational leadership theoy was missing a cultural component from its doctrine.
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Ely, Ydeaira Erica. "Educators' Perceptions About African American Student Referrals to Special Education." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/140.

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The overrepresentation of African American (AA) students in special education is a problem in the United States, with concerns about the lack of uniformity in AA students' referrals to special education, and whether the referral process is applied consistently for all students. The purpose of this qualitative case study was to examine the perceptions of teachers, school counselors, and school administrators concerning the special education referral process, and whether the process was applied consistently for all students. The 2 theories providing the theoretical foundation were critical race theory and zone of proximal development. Criterion sampling was used to select 6 participants for this qualitative case study. The sample included 2 teachers, 2 school counselors, and 2 school administrators. Face-to face interviews were conducted and transcripts were analyzed using open coding with topical analysis to see if any patterns emerged concerning teachers', school counselors', and school administrators' perceptions of the special education referral process. Member checking was used to improve trustworthiness of the interpretations. Findings revealed that all participants were unaware of the disproportionate number of AA students in special education, and reported that they followed the established rules and procedures within the school to guide their referral decisions. In addition, all respondents identified their distinct role in the referral process, and indicated that when placed properly, students can benefit from special education placement. Positive social change may result by exploring stakeholder perceptions of the special education referral processes among school staff, and ensuring that those involved in special education referrals are applying processes consistently for all students.
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Smith-Simmons, Tiffany Nichole. "African American Women Elementary School Principals: Impact of Race and Gender on Suspension Practices." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/164.

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This study explores African American women elementary school principals and how their race and gender impact their decision-making practices as they relate to suspension. Principals are faced with deciding how to implement a variety of policies, including curriculum and instruction, student safety and other district initiatives. Special attention is given to suspension because it impacts the average daily attendance funds that schools receive, and if students are not attending school due to suspension, their academic achievement suffers. In addition, there is an increasing national rate of suspension (Ferges, E. & Noguera, P, 2010) that is leading to heightened responsibilities as it relates to discipline. Sacramento County in California was selected as the site of this study due to its diverse population of elementary students. The research question for this study was: How does the intersection of race and gender impact the decisions related to suspensions for African American women elementary school principals? The theoretical framework used to answer this question is Black Feminist Thought (Collins, 2000). Through in-depth interviews, the women revealed how double consciousness and the dual oppression of race and gender impacted their decisions regarding suspension. Black feminist thought focuses on the marginalized status of African American women and places their experiences at the center of the discourse. With this in mind, the data yielded findings in the following areas 1) race, 2) race and gender, 3) suspension, 4) networking, and 5) mentoring. The intent of this study was to contribute to the field by researching African American women elementary school principals. The focus of suspension practices was selected because of the troubling relationship between academic achievement and suspension. The discourse on African American women in educational leadership has historically been silent, as both a gendered and racialized group (Dillard, 1995). This study attempted to expand the majority of research literature on educational leadership, which has primarily focused on the experiences of White men and women (Bell & Chase, 1993). In addition, this study contributes to suspension scholarship as it considers the elementary school context and the role of race and gender in suspension decisions.
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Roberts-Willis, Renee. "Mentoring relationships as perceived by African American women in higher-level educational administration leadership positions." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2525.

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This qualitative study examined and analyzed mentoring relationships from the personal perspectives and experiences of nine African American women in higher level educational administration leadership positions that have been mentored during their career and who currently hold or have held higher level educational administration leadership positions. The study shed light and brought forth corroboration of previous studies which highlighted that it is often difficult for African American women to attain and retain higher level educational administration leadership positions and the necessity for support systems, namely mentoring relationships. Respondents provided valuable information, evidence, and insight that may be useful in selecting, supporting, retaining, and promoting other African American women into leadership positions. African American women who seek higher level leadership positions in educational administration often face insurmountable barriers, according to the research respondents. These barriers can be attributed to stereotypes related to race, age, and gender. The responses of study participants are supported by the research literature which describes how women, in general, tend to give up their quest for leadership positions when they feel overwhelmed and unsupported while attempting to navigate through the obvious and hidden barriers (Grove & Montgomery, 2001; Malone, 2001). The data from this study shed light on the fact that African American women interested in higher level educational administration leadership positions need access to support systems that contribute to their job success and satisfaction. The respondents reported that engaging in mentoring relationships helped them bridge the gap between theory and practice. Additionally, they stated that more than one mentor, bringing varied perspectives to the mentee, was needed to help address job-related challenges. The respondents further reported that mentoring relationships are beneficial to both the mentor and mentee and emphasized that the mentoring relationships should be open and both the mentor and mentee should be approachable. In summation, even with its imperfections and inconsistencies, respondents noted that the mentoring process continues to be one of the best ways to provide a lasting influence on the attitudes, knowledge, expertise, and professionalism of African American women who are seeking to attain or retain higher level educational administration leadership positions.
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Carson, Dayanna Vontresea. "What are the Experiences of African American Female Principals in High-Poverty Urban Schools?" Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011826/.

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The purpose of this study was to explore the experiences of African American female principals serving in high-poverty urban schools. This study was warranted due to the growing number of African American female principal leaders in urban schools over the last 20 years. School leaders in urban school districts are expected to increase academic achievement, support district initiatives, and foster the development of urban communities. The study results will serve as a source of information to educators on similar journeys.
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Peters, April Lynette. "A case study of an African American female principal participating in an administrative leadership academy." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060955233.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xv, 274 p. Includes bibliographical references (p. 219-228). Available online via OhioLINK's ETD Center
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Royal, Camika. "Policies, Politics, and Protests: Black Educators and the Shifting Landscape of Philadelphia's School Reforms, 1967-2007." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/180064.

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Urban Education<br>Ph.D.<br>This research examines Black educators' professional experiences in the School District of Philadelphia (SDP) over forty years, through six superintendents and a state takeover. Using critical race theory, this research uncovers how Black educators' perceptions of SDP, based on district leadership, combined with their interpretations of the historical, social, and political contexts, influenced how they defined their professional situations, interpreted the culture of the District, and how they performed their roles. A phenomenological, historical ethnography approach is employed to investigate person to institution interactions interpreted through the historical record and educators' narratives. This research explores power relations and disjuncture between the goals, assumptions, and rhetoric of the School District of Philadelphia as expressed through its policies, politics, and practices, juxtaposed against the narratives of Black educators. This research found that SDP is peculiar, particular, unforgiving, and deeply politically entrenched. Its politics are complicated by issues of race and insider-outsider tensions and are compounded by state politics and the national political landscape. The politics within SDP were also influenced by the interpretation of the contemporary political narrative by the superintendent and his or her epistemological beliefs and ontological bent within that narrative.<br>Temple University--Theses
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Nobles, Karen Bohls. "Public school district organizational culture and decision making an African-American female perspective /." 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3101224.

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Books on the topic "African American educators African American school administrators Minority school administrators Women school administrators"

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Harvey, Eunice Cason. Florida, state of my birth, Pompano Beach, my hometown: A pictorial storybook. Dorrance Pub. Co., 2011.

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Charlotte Hawkins Brown: One woman's dream. Bandit Books, 1995.

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Spence, Barbara Anne Dupont. Self perceptions of African-American female administrators in New England public schools. 1990.

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Revere, Amie Brooks. A description of black female school superintendents. 1985.

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Wadelington, Charles W., and Richard F. Knapp. Charlotte Hawkins Brown and Palmer Memorial Institute: What One Young African American Woman Could Do. University of North Carolina Press, 1999.

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Charlotte Hawkins Brown and Palmer Memorial Institute: What One Young African American Woman Could Do. The University of North Carolina Press, 1999.

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Silcox-Jarrett, Diane. Charlotte Hawkins Brown: One Woman's Dream. Bandit Books, 1996.

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Wadelington, Charles Weldon, and Richard F. Knapp. Charlotte Hawkins Brown & Palmer Memorial Institute: What One Young African American Woman Could Do. University of North Carolina Press, 1999.

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Gallagher, Julie A. Pushing Through the Doors of Resistance in the 1950s. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252036965.003.0004.

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This chapter follows a number of African American women in the postwar period further into party politics and into city government, and it charts the efforts of local renegades to launch political insurgencies that sought to bring down entrenched Democratic bosses and improve African Americans' and women's access to political power. Despite the challenges they faced, African American women who were committed to creating a more just society through formal politics were extremely busy in the 1950s and 1960s. They introduced new issues into the political discourse as elected officials and government administrators, they pressured political leaders through protests, and they effectively used the courts. Through their examples of leadership and methods of organizing, they also encouraged historically disempowered people, especially black women, to engage in politics and to demand change from various state actors, including politicians, judges, police chiefs, school administrators, and municipal and state bureaucrats.
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Book chapters on the topic "African American educators African American school administrators Minority school administrators Women school administrators"

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Hutson, Kristy M. "Missing Faces." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7057-9.ch011.

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In this chapter, the researcher discusses a study from the United States in which the subjective nature of criteria used for advanced course selection by middle school administrators and core content teachers is evaluated. The use of arbitrary factors by educators in decisions related to moving students into advanced courses disproportionately excludes African American students and other marginalized student groups from upper level course-taking opportunities when compared to Caucasian students. The unequal access for African American students to enter advanced courses limits the operational citizenship of these students and increases opportunity gaps, attainment gaps, and achievement gaps within public education systems. In order to narrow the distance between Caucasian students' opportunities and achievement and those of African American students, middle school educators must commit to eliminating the use of subjective criteria in all course placement decisions.
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