Relevant bibliographies by topics / African American High School Administrators

Contents

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

Academic literature on the topic 'African American High School Administrators'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'African American High School Administrators.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "African American High School Administrators"

1

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.

Full text
Abstract:
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
APA, Harvard, Vancouver, ISO, and other styles
2

Levy, Rachel A., Stefanie Salamon Hudson, Carolyn Null Waters, and Katherine Cumings Mansfield. "What’s in a Name? The Confluence of Confederate Symbolism and the Disparate Experiences of African American Students in a Central Virginia High School." Journal of Cases in Educational Leadership 20, no. 2 (2017): 105–30. http://dx.doi.org/10.1177/1555458917692832.

Full text
Abstract:
In 2015-2016, news stories from Charleston, South Carolina, and the University of Missouri, among others, motivated and inspired many people to organize against assaults on the Black community generally and Black students in particular. Similarly, Black students at Robert E. Lee High School in Virginia have come together around what they perceive as racist symbolism and inequitable educational policies and practices. The Black student leaders at Robert E. Lee High School have presented their school principal with a list of demands. Meanwhile, the school’s football and basketball teams, The Reb
APA, Harvard, Vancouver, ISO, and other styles
3

Carroll, Kristen. "Ambition Is Priceless." American Review of Public Administration 47, no. 2 (2016): 209–29. http://dx.doi.org/10.1177/0275074016671602.

Full text
Abstract:
Within the representative bureaucracy literature, there are a variety of individual or professional incentives that may discourage movement from passive to active representation. This study presents two of these incentives by explaining the potential effects of professional socialization and individual career ambition. Using 3 years of survey and performance data from public schools, this research explores how professional socialization and ambitions of career advancement may promote specific behaviors that potentially support or discourage effective representation. The results indicate that p
APA, Harvard, Vancouver, ISO, and other styles
4

Byrd, Arynn S., and Jennifer A. Brown. "An Interprofessional Approach to Dialect-Shifting Instruction for Early Elementary School Students." Language, Speech, and Hearing Services in Schools 52, no. 1 (2021): 139–48. http://dx.doi.org/10.1044/2020_lshss-20-00060.

Full text
Abstract:
Purpose Dialect-shifting has shown promise as an effective way to improve academic outcomes of students who speak nonmainstream dialects such as African American English (AAE); however, limited studies have examined the impacts of an interprofessional approach with multiple instructional methods. In this study, we developed a dialect-shifting curriculum for early elementary school students who speak AAE and evaluated the curriculum for feasibility and preliminary impacts. Method Forty-one kindergarten, first-, second-, and third-grade students and their teachers in one elementary school partic
APA, Harvard, Vancouver, ISO, and other styles
5

Onwuegbuzie, Anthony J. "The Underachievement of African American Teachers in Research Methodology Courses: Implications for the Supply of African American School Administrators." Journal of Negro Education 67, no. 1 (1998): 67. http://dx.doi.org/10.2307/2668241.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

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.

Full text
Abstract:

 
 
 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
APA, Harvard, Vancouver, ISO, and other styles
7

KIRIAKIDIS, Peter P., and Corwin ROBINSON. "Alternatives to Suspending African American High School Males." Postmodern Openings 5, no. 4 (2014): 145–55. http://dx.doi.org/10.18662/po/2014.0504.10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hart, Caroline O., Christian E. Mueller, Kenneth D. Royal, and Martin H. Jones. "Achievement Goal Validation Among African American High School Students." Journal of Psychoeducational Assessment 31, no. 3 (2012): 284–99. http://dx.doi.org/10.1177/0734282912466726.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Howard, Lionel C. "The schooling of African-American male students: the role of male teachers and school administrators." International Journal of Inclusive Education 16, no. 4 (2012): 373–89. http://dx.doi.org/10.1080/13603116.2011.555093.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Ford, Bridgie Alexis. "Multicultural Education Training for Special Educators Working with African-American Youth." Exceptional Children 59, no. 2 (1992): 107–14. http://dx.doi.org/10.1177/001440299205900203.

Full text
Abstract:
Inservice training in multicultural education helps provide special education classroom teachers with the additional competencies needed to work more effectively with African-American students with disabilities. A pilot study was conducted to assess the perceptions of special education administrators in Ohio about multicultural inservice training and the nature of their exposure to multicultural education. Results indicate that special education administrators perceive that special education teachers should be involved in multicultural educational training programs with special emphasis on Afr
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "African American High School Administrators"

1

Gayle, Marlon De Shawn. "African American administrators' perspectives: Improving African American male high school graduation rates in San Joaquin County." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/83.

Full text
Abstract:
This Northern California single case qualitative study used Critical Race Theory as a framework for examining the perspectives of African American administrators on improving graduation rates of African American male public high school students in San Joaquin County. Barriers to graduation completion in San Joaquin County public high schools continue to leave stakeholders looking for solutions to change the status quo for African American male high schools students. Ten San Joaquin County African American male and female administrators (identified by pseudonyms) from various public elementary,
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

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/.

Full text
Abstract:
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 duri
APA, Harvard, Vancouver, ISO, and other styles
4

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/.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
5

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.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Broadway, Everly Estes Friel Susan N. "African American achievement in high school mathematics." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2216.

Full text
Abstract:
Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2009.<br>Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctorate of Education in the School of Education." Discipline: Education; Department/School: Education.
APA, Harvard, Vancouver, ISO, and other styles
7

Archer-Banks, Diane Alice Marie. "Voices of high-performing African American high school girls." [Gainesville, Fla.] : University of Florida, 2007. http://purl.fcla.edu/fcla/etd/UFE0020760.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Jones, Anthony D. "Leadership and spirituality the indivisible leadership of African American school administrators as pastors /." [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3403811.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hill, Virginia Rae. "High school African American males and academic success." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690745.

Full text
Abstract:
<p> The cry continues with A Nation at Risk, No Child Left Behind, and now the Common Core State Standards. There are groups of students who are finding success within public education and groups who are not. The groups who are not finding this success continue to be minority students who continue to run into the public education system rather than running with it. African American males seem to experience running into the system at greater number than other racial and gender groups. However, there are African American males that are finding success in public education. This study looks at the
APA, Harvard, Vancouver, ISO, and other styles
10

Derrick, Lamandren A. S. "Exploring Mentoring Relationships Between African American High School Males And African American Male Principals." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245425360.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "African American High School Administrators"

1

Barnes, Annie S. Retention of African-American males in high school: A study of African-American male high school dropouts, African-American male seniors, and white male seniors. University Press of America, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Smoke, Leonard. N.Y.C. high school pics, 1968-1970. Xlibris, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Smoke, Leonard. N.Y.C. high school pics, 1968-1970. Xlibris, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Debunking the myth: Stories of African-American university students. Phi Delta Kappa Educational Foundation, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Schraff, Anne E. Don't think about tomorrow. Saddleback Educational Publishing, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bempechat, Janine. Fostering high achievement in African American children: Home, school, and public policy influences. ERIC Clearinghouse on Urban Education, Institute for Urban and minority Education, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Jones, Allan J. A scholar's vice. Darkhail Pub., 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Schooled. Scholastic, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

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

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

O'Neil, Laurie. Little Rock: The desegregation of Central High. Millbrook Press, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "African American High School Administrators"

1

Pedroni, Thomas C. "The End of the Comprehensive High School? African American Support for Private School Vouchers." In The Death of the Comprehensive High School? Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230608788_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Fletcher, Edward C., Donna Y. Ford, and James L. Moore. "An Examination of Microaggressions Encountered by African American STEAM Academy High-School Students*." In Global Perspectives on Microaggressions in Schools. Routledge, 2021. http://dx.doi.org/10.4324/9781003089681-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Miller, James W. "Epilogue." In Integrated. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813169118.003.0020.

Full text
Abstract:
The epilogue discusses the last years of Lincoln Institute's existence as a boarding high school. Gilliard resigned after the 1960 state tournament to launch his own journey as a college administrator and dean. In 1961 Whitney M. Young Jr. was named executive director of the National Urban League and became one of the leading voices for civil rights in America. John N. Cunningham received an honorable discharge from the US Air Force and was hired by IBM in Lexington, where he captained the company basketball team. In a game against University of Kentucky freshmen, the twenty-eight-year-old Cunningham outscored and outrebounded every other player on the floor, drawing the ire of Kentucky's coach Adolph Rupp. The thirty-eight African American schools still operating in 1960 gradually closed over the next several years, and in 1967 only Louisville Central remained, as an integrated high school. Whitney M. Young Sr. retired when Lincoln ceased operations in 1966. He died in 1975 at age seventy-seven.
APA, Harvard, Vancouver, ISO, and other styles
4

Grundy, Pamela. "An African American School." In Color and Character. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469636078.003.0002.

Full text
Abstract:
Tells the story of growth on Charlotte's west side from the 1920s through the 1950s, a time when the city's African American population was not only growing but also shifting from the center city to the new neighborhoods being built on the west side of time. Describes the multi-class community fashioned by west side residents in the 1920s and 1930s. Explores the school culture that developed by the highly qualified staff at West Charlotte High School, which opened in 1938, and which became a key focus of community activities and aspirations. Covers early civil rights activities, reactions to the Supreme Court's Brown v. Board decision and examines the dilemma faced by African American education advocates: whether to focus on integration, or on securing more resources for all-black schools.
APA, Harvard, Vancouver, ISO, and other styles
5

Voisin, Dexter R., and Torsten B. Neilands. "School Engagement, Peer Influences, and Sexual Behaviors Among High School African American Adolescent Boys." In Social Work With African American Males. Oxford University Press, 2010. http://dx.doi.org/10.1093/acprof:oso/9780195314366.003.0006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Eakins, Sheldon Lewis. "A School Model for Developing Access to Higher Education for African American." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch014.

Full text
Abstract:
This chapter discusses the social inequalities in school choice and the racial disparities of college access. Utilizing the theories of social capital and social inclusion, the author provides a conceptual framework for developing a college-going school culture in charter schools. Through this lens, the author considers that the level of school support needs to be equitable to the varying stages of self-efficacy, academic behaviors, and post-secondary aspirations that students enter school with. The author suggests the importance of the RECIPE (rigorous curriculum, expectations, collegiality, interconnection, parental engagement, and exposure) to prepare African American students for college.
APA, Harvard, Vancouver, ISO, and other styles
7

Grundy, Pamela. "Building an Integrated School." In Color and Character. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469636078.003.0005.

Full text
Abstract:
Traces the work done by West Charlotte's veteran African American teachers and staff members to mentor younger white teachers and administrators, and to ensure that the school's African American history remained an important part of its identity. Examines the ways that the diversity of West Charlotte's population fostered a situation in which young people felt able to explore and appreciate differences. Highlights the pride that West Charlotte students felt in the diversity of their school. Considers the active efforts of teachers and administrators to build racial balance in academic and extracurricular activities. Explores ongoing cultural divisions in the school, the intellectual and emotional challenges of dealing with a diverse range of people, and the ways that students and teachers sought to address these challenges.Links the success of school desegregation to other developments that included growing diversity in city government and rapid economic growth.
APA, Harvard, Vancouver, ISO, and other styles
8

Brown, Jeannette. "Industry and Government Labs." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0009.

Full text
Abstract:
Dr. Hopkins is one of the few American women to have held a doctorate in science and a license to practice before the U.S. Patent and Trademark Office. Her career included academia, industry, and government. Esther was born Esther Arvilla Harrison on September 16, 1926, in Stamford, Connecticut. She was the second of three children born to George Burgess Harrison and Esther Small Harrison. Her father was a chauffeur and sexton at a church, and her mother worked in domestic service. Neither of her parents had an advanced education. Her father had some high school education; her mother attended only primary school. However, both of her parents wanted to make sure their children had a good education. When Esther was three and a half years old, her mother took her along to register her older brother for school. Because Esther was taller than her brother, the teacher suggested that she take the test to start school. She passed the test and was able to start kindergarten at the age of three and a half! She and her brother went to school together all through elementary school. Boys and girls were separated in junior high school; in high school they remained separate but attended the same school. She decided in junior high school that she wanted to be a brain surgeon. This was because she met a woman doctor in Stamford who had an office in one of the buildings that her father cleaned. The woman was a physician and graduate of Boston University Medical School. Esther decided that she wanted to be just like her. Therefore, when Esther entered high school, she chose the college preparatory math and science track. She took as many science courses as possible in order to get into Boston University. She spent a lot of time at the local YWCA, becoming a volunteer youth leader. One speaker at a YWCA luncheon discouraged her from entering science and suggested that she become a hairdresser. Esther was hurt but not discouraged by this. She graduated from Stamford High School in 1943.
APA, Harvard, Vancouver, ISO, and other styles
9

Brown, Jeannette. "Chemical Engineers." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0011.

Full text
Abstract:
Dr. Lilia Abron is an engineer, an entrepreneur, mother, and activist who works twelve-hour days. She is another true Renaissance woman. Lilia was born at home in Memphis, Tennessee, on March 8, 1945. She was small, premature, and almost did not survive were it not for her aunt, who rushed her to the hospital in a cab because ambulances were not available to black people at the time. She was the second of four daughters of Ernest Buford Abron and Bernice Wise Abron, who were both educators. Both of her parents had attended LeMyone College. Her father entered college and played football. Because of an injury he was ineligible to serve in the military in World War II. He then worked as a Pullman porter, because his father had been a Pullman porter. After the war, when the trains were not as popular, he became a teacher in the Memphis public schools. Lilia’s mother and father were very active during the civil rights era. Lilia’s mother was from Arkansas; and she typed the briefs for Wiley Branton, defense attorney for the Little Rock Nine, the group that integrated Central High School in Little Rock, Arkansas. Because Lilia’s parents were active in Memphis society, Lilia was involved in programs that included the Girl Scouts and the church. She went to public school in Memphis, Tennessee. In 1957, the Soviet Union launched Sputnik, which led the United States to improve math and science education. The school system tracked each student’s education, even in the segregated schools. Therefore, Lilia was placed in the math and science track. This meant she participated in a science fair, which was held at Lemoyne College. In addition, she had to prepare other science projects. Her segregated schools were well equipped for science teaching. In addition to well-stocked labs, the Memphis high school that she attended offered higher-level mathematics, including algebra and introduction to calculus. She graduated from high school in Memphis and decided to go to college with the intention of studying medicine, which was the one of the few occupations available to black people at the time.
APA, Harvard, Vancouver, ISO, and other styles
10

Burkholder, Zoë. "Caste Abolished." In An African American Dilemma. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190605131.003.0002.

Full text
Abstract:
Chapter 1 examines the earliest debates over school integration in Boston, Rochester, Cincinnati, Jamaica (New York), and a number of smaller towns. It argues that Black northerners viewed integrated public schools as essential to abolishing slavery, establishing Black citizenship, and eliminating racial prejudice. For abolitionists and Black leaders, the symbolic ideal of school integration took precedence over concerns about the quality of education available to Black youth. In contrast, Black families and teachers prioritized access to high-quality education and believed separate schools could better meet this goal. The ensuing debates between Black integrationists and separatists were intimately tied to the abolitionist movement, Civil War, Reconstruction, and the rise of Jim Crow. By the turn of the twentieth century, Black northerners had won the right to attend public school on an equal and integrated basis, yet they struggled against a rising tide of bigotry and residential segregation.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "African American High School Administrators"

1

Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, 2021. http://dx.doi.org/10.36687/inetwp159.

Full text
Abstract:
In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employe
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'African American High School Administrators' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography