Relevant bibliographies by topics / African American Male Superintendents

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

Academic literature on the topic 'African American Male Superintendents'

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

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Journal articles on the topic "African American Male Superintendents"

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Katz, Susan J. "Border Crossing: A Black Woman Superintendent Builds Democratic Community in Unfamiliar Territory." Journal of School Leadership 22, no. 4 (July 2012): 771–88. http://dx.doi.org/10.1177/105268461202200405.

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Much of the earlier research on women in leadership has told the stories of White women. Since there are very low numbers of superintendents of color both male and female nationwide, there have been very few stories reported of women leaders of color (Brunner & Grogan, 2007). This article describes the leadership issues involved when one Black woman crossed a border (geographically and culturally) to lead a school district. Delia (pseudonym) became the first woman and the first person of color to lead a small suburban school district whose population was very different from what she was and what she knew. Delia was a participant in a study designed to investigate how women school superintendents promote and support social justice and democratic community building in their school districts. Six women participated in that study: three were African American, one was American Indian, and two were White. This article briefly describes that study and then focuses on Delia, one participant in it who took a risk to apply for her first superintendency in a district not far from her old district in miles but miles apart in population, ideology, and community values.
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Lancellot, Michael. "Exploring Racial Integration: Views from an African American, Male, Former School Superintendent." Multicultural Learning and Teaching 11, no. 2 (September 1, 2016): 177–96. http://dx.doi.org/10.1515/mlt-2016-0002.

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AbstractThis research is an ethnography (Murchison, 2010) that describes the lived experiences of a university professor and former public school superintendent. The work explores racial integration and desegregation of America’s public school system. Through a series of seven semi-structured interviews, background information has been collected about the educational leader’s ethnic identity, personal experiences as a student in public schools and professional background. Descriptions of the challenges, issues, and success of racial integration are presented from the professional experience of the educational leader along with existing contemporary challenges.
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Hackett, David G. "The Prince Hall Masons and the African American Church: The Labors of Grand Master and Bishop James Walker Hood, 1831–1918." Church History 69, no. 4 (December 2000): 770–802. http://dx.doi.org/10.2307/3169331.

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During the late nineteenth century, James Walker Hood was bishop of the North Carolina Conference of the African Methodist Episcopal Zion Church and grand master of the North Carolina Grand Lodge of Prince Hall Masons. In his forty-four years as bishop, half of that time as senior bishop of the denomination, Reverend Hood was instrumental in planting and nurturing his denomination's churches throughout the Carolinas and Virginia. Founder of North Carolina's denominational newspaper and college, author of five books including two histories of the AMEZ Church, appointed assistant superintendent of public instruction and magistrate in his adopted state, Hood's career represented the broad mainstream of black denominational leaders who came to the South from the North during and after the Civil War. Concurrently, Grand Master Hood superintended the southern jurisdiction of the Prince Hall Masonic Grand Lodge of New York and acted as a moving force behind the creation of the region's black Masonic lodges—often founding these secret male societies in the same places as his fledgling churches. At his death in 1918, the Masonic Quarterly Review hailed Hood as “one of the strong pillars of our foundation.” If Bishop Hood's life was indeed, according to his recent biographer, “a prism through which to understand black denominational leadership in the South during the period 1860–1920,” then what does his leadership of both the Prince Hall Lodge and the AMEZ Church tell us about the nexus of fraternal lodges and African American Christianity at the turn of the twentieth century?
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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 (June 15, 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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Björk, Lars, John Keedy, and D. Keith Gurley. "Career Patterns of American Superintendents." Journal of School Leadership 13, no. 4 (July 2003): 406–27. http://dx.doi.org/10.1177/105268460301300404.

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Stemming from a nationwide survey of superintendents (Glass, Björk, & Brunner, 2000), this article dispels the myth that there is a crisis facing the American school superintendency. Though we note a slight increase in the median age of superintendents, most chief school executives are satisfied in their current positions and tend to stay longer and retire later than they did a decade ago. Further evidence suggests that career patterns and characteristics of women and people of color in the superintendency tend to differ from those of their White, male counterparts and that the underrepresentation of these populations within the field continues to be of concern. Recommendations for policy development, based upon empirically identified challenges in the field, rather than unfounded myths of crisis, are included.
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Hall, Ronald E. "African-American Male Stereotypes:." Journal of Multicultural Social Work 1, no. 4 (January 1992): 77–90. http://dx.doi.org/10.1300/j285v01n04_06.

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Brown, Anita R. "The Recruitment and Retention of African American Women as Public School Superintendents." Journal of Black Studies 45, no. 6 (July 17, 2014): 573–93. http://dx.doi.org/10.1177/0021934714542157.

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Porter, Jennifer Parker. "The Average African American Male Face." Archives of Facial Plastic Surgery 6, no. 2 (March 1, 2004): 78–81. http://dx.doi.org/10.1001/archfaci.6.2.78.

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Settypalli, Sahitya, Vishwas Vanar, Harsha Tathireddy, Sherri Yong, Nikhil Kalva, Watcoun-Nchinda Pisoh, and Sonu Dhillon. "Esophageal Melanocytosis in African American Male." American Journal of Gastroenterology 111 (October 2016): S765. http://dx.doi.org/10.14309/00000434-201610001-01626.

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Blake, Wayne M., and Carol A. Darling. "The Dilemmas of the African American Male." Journal of Black Studies 24, no. 4 (June 1994): 402–15. http://dx.doi.org/10.1177/002193479402400403.

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Dissertations / Theses on the topic "African American Male Superintendents"

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GREGORY, DONNELL E. "Where Do We Go From Here?: Understanding the Impact of Racism and Its Influence on African-American Male Superintendents." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1147969124.

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Gregory, Donnelle E. "Where do we go from here? understanding the impact of racism and its influence on African-American male superintendents /." Cincinnati, Ohio : University of Cincinnati, 2006. http://www.ohiolink.edu/etd/view.cgi?acc%5Fnum=ucin1147969124.

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Thesis (Dr. of Education)--University of Cincinnati, 2006.
Title from electronic thesis title page (viewed Sept. 11, 2006). Includes abstract. Keywords: African-American Superintendent; African-American Males; Superintendents; Critical Race Theory; Leadership; African-American Administration. Includes bibliographical references.
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Cordy, Hayward. "Superintendents' beliefs and identification of district level practices contributing to the academic achievement of black males in the state of Georgia." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/hayward_cordy/Cordy_Hayward_200701_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Abebayehu Tekleselassie. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 170-191) and appendices.
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Mason, Patrese A. "The Lived Experiences of African American Female Superintendents." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1450790580.

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Hughes, Lawrence G. "Exploring the Experience of the African-American Male Worker Assigned to the African-American Male Leader." THE GEORGE WASHINGTON UNIVERSITY, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3489793.

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Berry, Bobbie Wilbon. "An investigation of African-American male high school students' perceptions of African-American male vice principals as role models." Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2575.

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This study gathered information on African American male high school students' perceptions of African American male vice principals as positive role models. Respondents were randomly selected African American male students in grades 10, 11, and 12 drawn from comprehensive high schools in the Oakland Unified School District, Oakland, California. To gather and analyze data for the study, two instruments were developed. One instrument was a questionnaire designed for African American male high school students. A second instrument was a questionnaire designed for African American male high school vice principals. In addition to the survey instruments, personal interviews were conducted with a small random sample of African American male students in an effort to gather more in-depth information than could be revealed in the survey instrument. Findings revealed that African American male students generally do not perceive African American male vice principals in their schools as role models. The primary reason given was African American males are most often cast in disciplinary roles and only “do the white man's work.” Despite this finding, African American male students feel a need for, and want, African American males vice principals in their schools. The study further revealed that these students have a strong desire to see African American male vice principals in roles other than disciplinary.
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Faulkner-Springfield, Shirley Elizabeth. "Claiming and Framing African American Male Ethos: Case Studies of the Literacy Practices of Two African American Male Writers." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429218711.

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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.

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Biney, Fred Nana. "Experiences of Nonincarcerated African American Male Youth With an Incarcerated Male Sibling." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2788.

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Approximately half of all incarcerated individuals in the United States are young African American men. Researchers have documented that nonincarcerated siblings may commit a crime when their sibling is in prison. The current study addressed literature regarding the experiences, and coping strategies of nonincarcerated young African American men who live in the inner city, and have a male sibling in prison. Guided by Bronfenbrenner's ecological systems theory, this interpretative phenomenological analysis (IPA) study explored the lived experiences and coping strategies of African American male youth with a brother in incarceration. Purposive sampling was used to select 3 nonincarcerated African American young men aged 18 to 24 years living in the inner city of a large city in southern Connecticut for in-depth interviews. Overall findings showed that while having an incarcerated sibling was a profoundly negative experience for study participants, and their families, the study participants also developed some positive coping strategies as a result of their experiences. These results could help policymakers, social workers, counselors, and criminal justice professionals understand the impacts of sibling incarceration, and learn how to deal more effectively with youth affected by it. .
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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.

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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, middle, and high schools were interviewed individually. Participants' responses were categorized into themes according to their answers for each question. Contrary to explanations for low graduation rates of African American male students, as predicted in the literature review of this study, the participants' perspectives rarely indicated that discipline, or lack of parental involvement was a prevailing reason for low graduation rates for African American male students. Low teacher expectations, lack of role models and advocates, and the failure of the school systems to implement successful strategies to improve the graduation rates of African American male students appeared to be the most common themes as discussed in the literature review. Participants perspectives suggest public high schools in San Joaquin County struggle to make positive connections with African American male students. All of the participants claimed that teachers, administrators, and school staff struggle to build and maintain healthy relationships with African American male students. Some of the recommendations from the participants of this study suggest that stakeholders can assist African American male students in overcoming barriers and improving their graduation rates by: starting African American male charter schools, operating mentoring programs in schools, and recruiting more African American teachers and administrators.
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Books on the topic "African American Male Superintendents"

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Baker-Fletcher, Garth. Xodus: An African American male journey. Minneapolis: Fortress Press, 1996.

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North Carolina. Dept. of Public Instruction. African American Male Task Force. African American Male Task Force report. Raleigh, N.C: North Carolina Dept. of Public Instruction, 1992.

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1956-, Rennert Richard Scott, ed. Male writers. New York: Chelsea House, 1994.

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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. Lanham, Md: University Press of America, 1992.

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Bonner, Fred A. Academically gifted African American male college students. New York: Praeger, 2010.

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Zamani-Gallaher, Eboni M. The state of the African American male. East Lansing, Mich: Michigan State University Press, 2010.

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Bonner, Fred A. Academically gifted African American male college students. Santa Barbara, Calif: Praeger/ABC-CLIO, 2010.

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The African-American male: An annotated bibliography. Westport, Conn: Greenwood Press, 1999.

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Academically gifted African American male college students. New York: Praeger, 2010.

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Lemelle, Anthony J. Black male deviance. Westport, Conn: Praeger, 1995.

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Book chapters on the topic "African American Male Superintendents"

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Bailey, Tonya, and Judy A. Alston. "African American Women Superintendents." In The Palgrave Handbook of Educational Leadership and Management Discourse, 1–14. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-39666-4_92-1.

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Martin, Marcus L., Mekbib Gemeda, Lynne Holden, and Caron Campbell. "African-American Male Aspires to Become a Doctor." In Diversity and Inclusion in Quality Patient Care, 291–96. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92762-6_40.

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Holder, Michelle. "African American Male Unemployment during the Great Recession in Comparison to Other Groups and Theoretical Considerations." In African American Men and the Labor Market during the Great Recession, 23–34. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-56311-8_2.

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Hammond, Wizdom Powell, Paul J. Fleming, and Laura Villa-Torres. "Everyday racism as a threat to the masculine social self: Framing investigations of African American male health disparities." In APA handbook of men and masculinities., 259–83. Washington: American Psychological Association, 2016. http://dx.doi.org/10.1037/14594-012.

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Fenwick, Leslie T., and Chike Akua. "African American Male Teachers and the School Leadership Pipeline: Why More of These Best and Brightest are not Principals and Superintendents." In Black Male Teachers, 235–49. Emerald Group Publishing Limited, 2013. http://dx.doi.org/10.1108/s2051-2317(2013)0000001021.

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Summers, Martin. "“He Is Psychotic and Always Will Be”." In Madness in the City of Magnificent Intentions, 153–89. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190852641.003.0007.

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This chapter continues an examination of the superintendency of William Alanson White but offers a more granular discussion of how ideas about racial difference shaped the clinical encounter in the era of dynamic psychiatry. Specifically, it looks at how Saint Elizabeths’ staff applied particular somatic “therapies”—including seclusion, restraint, and hydrotherapy—to black female, white female, black male, and white male patients. It also argues that the clinical staff’s limited psychotherapeutic engagement with African American patients was further undermined by two things. One was the psychiatrists’ assumptions about the inaccessibility of the black psyche—either because of the absolute cultural foreignness or natural duplicity of African Americans. The other was their tendency to prioritize black patients’ rehabilitation as laborers. Finally, the chapter looks at the quotidian ways that patients exerted their agency in the clinical encounter by resisting medical surveillance and institutional management.
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Johnson, Earl S., and Waldo E. Johnson. "The African American Male." In Social Work With African American Males, 327–42. Oxford University Press, 2010. http://dx.doi.org/10.1093/acprof:oso/9780195314366.003.0018.

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Boddie, Courtney R. "Teaching African American Male Counselors-in-Training." In Social Justice and Advocacy in Counseling, 116–22. Routledge, 2019. http://dx.doi.org/10.4324/9781315180687-30.

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Smith, Craig. "The African-American Male First-Year Experience." In Advances in Higher Education and Professional Development, 16–31. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7021-9.ch002.

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The retention of African-American male students in U.S. institutions of higher education is a complex and multifaceted problem that is comprised of both individual and institutional factors. Researchers have highlighted several individual factors that inhibit the academic persistence of African-American men in higher education institutions including poor academic preparation, financial constraints, low self-esteem, a lack of student involvement, and a lack of “connectedness” to the institution. This chapter will shed light on the state of the African-American male students engaged in higher education. It will also reveal the impact of this population's participation in various versions of first-year experience (FYE) programs.
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Comeaux, Eddie. "Academic Engagement of Black Male Student Athletes." In Social Work With African American Males, 147–58. Oxford University Press, 2010. http://dx.doi.org/10.1093/acprof:oso/9780195314366.003.0008.

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Conference papers on the topic "African American Male Superintendents"

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Huff, Earl W., and Kinnis Gosha. "Awareness and Readiness for Graduate School of African American Male Computer Science Students." In 2018 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2018. http://dx.doi.org/10.1109/respect.2018.8491719.

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Sarwari, Sabah M., and Nicholas Mains. "Juvenile Dermatomyositis: A Classic Presentation in a 3-year-old African American Male." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.869.

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Hatcher III, John W. "MENTORING: A FOCUS ON ETHNIC IDENTITY DEVELOPMENT AMONG AFRICAN AMERICAN MALE COLLEGE FRESHMEN IN THE DIGITAL AGE." In International Conference Cognition and Exploratory Learning in Digital Age 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/celda2019_201911c057.

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Ferguson, Alishia, J. L. Jennings, and Charles Small. "THE IBELIEVE INITIATIVE: EXPLORING FACTORS OUTSIDE ACADEMIC PREPAREDNESS THAT CONTRIBUTES TO SUCCESS AMONG AFRICAN AMERICAN MALE COLLEGE STUDENTS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2284.

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Ellis, Rufus, Vivian Wilson, and Tammy McGriff. "A PALAVER CYCLE: THE PROCREANT AFRICAN-AMERICAN MALE ACHIEVEMENT APERTURE IN FLORIDA PUBLIC SCHOOLS--AN ACQUIESCENT STANDARD OR AN EXIGENCY FOR CHANGE." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1344.

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Doonan, Samantha, and Julie Johnson. "Participation in the Massachusetts Adult-Use Cannabis Industry by Race/Ethnicity and Gender Across Job Titles." In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.3.

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States across the U.S. are increasingly legalizing cannabis for recreational purposes (“adult-use”) through licensure of privately-run cannabis establishments. Legalization efforts have partially emerged in response to unequal prohibition enforcement which disproportionately affects Black and Hispanic/Latino communities. However, the extent to which people from communities most affected by prohibition are included in the legal industry is unknown. This study is a preliminary analysis of participation by race/ethnicity and gender across job titles in the Massachusetts adult-use cannabis industry from its inception through April 2020 (18-month time span). Data were extracted from cannabis establishments (i.e., licensed adult-use cannabis businesses that collectively form the cannabis industry in Massachusetts). Agent registration forms are required for board members, directors, executives, managers, employees, and volunteers across all license types (e.g. retail, cultivation, product manufacturing). As of April 2020, there were 4,907 unique agents (volunteers excluded) across 205 cannabis establishment licenses. Among agents, 77% were White, 9% were Hispanic/Latino, and 6% were Black/African American, <3% identified other racial and ethnic groups, and data were missing for approximately 6% of the sample (exceeds 100%, as persons can be included in more than one race/ethnicity). Excluding agents with missing race/ethnicity or gender (n=347) and grouping persons at two-levels: (1) white or not-white identifying, and (2) male or female, we found 53% of agents were white and male, 29% were white and female, 12% were an ethnicity and/or race(s) that did not include white (“non-white”) and male, and 5% were non-white and female. Approximately 8% of agents held senior-level positions (i.e., board members, directors, executives) versus less senior positions (i.e., employees, managers). However, white males held 72% of senior positions, white females held 17%, non-white males held 9%, and non-white females held 1%. This study is subject to limitations, including that persons who identified as white and another race(s) (n=103) are included in white-identifying categories; future work will address this limitation. Further, all data is typically reported by supervisors rather than self-reported, therefore race/ethnicity and gender are subject to misidentification. Nonetheless, findings suggest that at approximately one and a half years after retail stores opened, participation in the Massachusetts adult-use cannabis industry skews white and male, and this trend is pronounced in senior-level positions.
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Guay, Paul, Maha Mian, Brianna Altman, Luna Ueno, and Mitch Earleywine. "Anxiety, Expectancies for Cannabis-Induced Anxiolytic Effects, and Frequency of Cannabis Consumption." In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.36.

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This study explored relations among anxiety, expectancies for cannabis’s anxiolytic effects, and frequency of use. Undergraduate users (N=242, Mage = 19.1, 64.5% male, 46.6% White, 18.6% African American, 13% Hispanic/Latino, 12.7% Asian, 9.1% Mixed) rated their anxiety on the TSC-40. They reported expectancies for cannabis’s anxiolytic effects using the same TSC items with a rating from -2 (making the symptom worse) to +2 (making the symptom better). Average expectancies were 2.41, suggesting that users expected some impact of cannabis on anxiety symptoms. These expectancies showed a dramatic skew that required transformation. We regressed anxiety and expectancies and their centered interaction term on days of use per month. Expectancies (B=.917) served as a significant predictor, however anxiety did not (B=.215). The interaction term was not significant, (B=.155). These results suggest that users choose the number of days they use based on their expectations of cannabis-induced improvement of anxiety, not on their level of anxiety. The interaction was not an important contributor. These results suggest that alternative approaches for handling anxiety might decrease the frequency of cannabis consumption. In addition, challenging cannabis expectancies about anxiety could also decrease frequency of consumption.
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Reports on the topic "African American Male Superintendents"

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Magee, Caroline E. The Characterization of the African-American Male in Literature by African-American Women. Fort Belvoir, VA: Defense Technical Information Center, May 1995. http://dx.doi.org/10.21236/ada299399.

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Leary, Joy. A Dissertation on African American Male Youth Violence: "Trying to Kill the Part of You that Isn’t Loved". Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5808.

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