Relevant bibliographies by topics / African American school administrators

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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 school administrators'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "African American school administrators"

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Lynn, Marvin, Jennifer Nicole Bacon, Tommy L. Totten, Thurman L. Bridges, and Michael Jennings. "Examining Teachers’ Beliefs about African American Male Students in a Low-Performing High School in an African American School District." Teachers College Record: The Voice of Scholarship in Education 112, no. 1 (2010): 289–330. http://dx.doi.org/10.1177/016146811011200106.

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Background/Context The study examines teachers’ and administrators’ perspectives on the persistent academic failure of African American male high school students. The study took place between 2003 and 2005 in a low-performing high school in Summerfield County, a Black suburban county in the Mid-Atlantic region of the United States with a poverty rate below 8%, according to the 2000 United States census. At the time of the study, there were a number of initiatives across the state designed to address what was being referred to as “the minority achievement gap.” The researchers—most of whom were African American faculty and graduate students at the University of Maryland—were interested in understanding what teachers and other school personnel such as counselors and administrators would have to say about why African American students, particularly males, tended to persistently underperform on standardized measures of achievement, had higher rates of suspension and expulsion from school, were overrepresented in special education, and had significantly higher dropout rates than all other subgroups in this mostly Black and middle-class suburban school district. Purpose and Research Questions In the present article, we build on the work of scholars of critical race studies in education and scholars concerned about teachers’ impact on student achievement to explore teachers’ beliefs about African American students, and we discuss the possible implications for African American males in troubled schools. We used critical race ethnographic methods to collect data on the following research questions: (1) How does a low-performing high school in a low-performing school district cope with the persistent problem of African American male underachievement? (2) In particular, how do teachers and administrators understand the problem? (3) How might this impact their ability to work successfully with African American male students? Setting The study took place in Summerfield County, a majority-Black suburban county in the Mid-Atlantic region of the United States. The county is known as the wealthiest Black county in the nation. With over 100,000 students, its school district is one of the largest and lowest performing in the state. At the time of the study, the district was ranked 23rd out of 24 districts in the state in measures of standardized achievement. The research took place in a midsized all-Black high school in a section of the county that is contiguous with one of the poorer sections of a nearby city. The high school, with a 99% Black population of slightly fewer than 1,000 students, was one of the lowest performing high schools in the district. Participants The main participants in the study consisted of two groups: (1) a sample of 50 teachers, administrators, and counselors, and (2) a subsample of 6 teachers in art, music, technology, social studies, and math who participated in ongoing individual interviews, a focus group, and classroom observations. Research Design This study involved a series of focus groups, formal and informal interviews with teachers, counselors, and administrators, and 18 months of ethnographic observations in the school. Conclusions Researchers found that school personnel overwhelmingly blamed students, their families, and their communities for the minority achievement gap. In short, the school was pervaded by a culture of defeat and hopelessness. Ongoing conversations with a smaller group of teachers committed to the success of African American male students revealed that the school was not a safe space for caring teachers who wanted to make a difference in the lives of their students.
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Fraga, Luis Ricardo, and Roy Elis. "Interests and Representation: Ethnic Advocacy on California School Boards." Teachers College Record: The Voice of Scholarship in Education 111, no. 3 (2009): 659–82. http://dx.doi.org/10.1177/016146810911100304.

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Background/Context Researchers have found that school districts with greater representation of Latinos and African Americans on their school boards tend to also have higher percentages of Latino and African American administrators and teachers. This increased presence of coethnics in the educational bureaucracy was then found to predict more favorable educational outcomes for these students. Purpose We determine if these relationships hold for Latinos in California, which has the largest Latino population in the United States and where Latino students make up just under half of all students enrolled in public schools. Research Design Using an original data set of all California school districts in the 2004–2005 school year, we tested these relationships for Latinos in California using multiple regression. Conclusion Contrary to previous research, we found that Latino representation on California school boards was not greater in systems of single-member district election. We did, however, find that the greater presence of Latinos on school boards did increase the likelihood that Latinos would be hired as administrators, but only in Latino-majority districts. After appropriate controls, districts with more Latino administrators also tended to have more Latino teachers. Last, and again contrary to previous research, we found no systematic impact of having more Latino teachers and administrators on enhancing student outcomes for either all Latino students or for English language learners.
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Hotchkins, Bryan K. "African American Males Navigate Racial Microaggressions." Teachers College Record: The Voice of Scholarship in Education 118, no. 6 (2016): 1–36. http://dx.doi.org/10.1177/016146811611800603.

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Background/Context High school educational environments find Black males experience systemic racial microaggressions in the form of discipline policies, academic tracking and hegemonic curriculum. Black males in high school are more likely than their White male peers to have high school truancies and be viewed as intentionally sinister. African American males are labeled by White teachers and administrators as deviant for issues like talking in class, dress code violations and being tardy. Deficit perceptions about African American students as held by White teachers and administrators serve as racial microaggressions within K–12 context. Purpose/Objective/Research Question/Focus of Study Racial microaggressions based on prejudicial White beliefs of teachers impedes the learning process of participants. Racial microaggressive acts are problematic due to being a symptom of the overarching campus racial climate, which is often indicative of the negative historic treatment of Black males by Whites. The cumulative impact of racial microaggressions on Black males negatively impacts self-image, academic performance, and social navigation skills. Examining how Black males responded to racial microaggressions by White teachers and administrators at culturally diverse high school settings was the impetus for this study. Research Design To understand how African American male students responded to racial microaggressions qualitative research was used. Conducting a study that focuses on multiple individualistic lived experiences, I am mindful that “human actions cannot be understood unless the meaning that humans assign to them is understood.” This comparative case study allowed for narrative expression, which informed the experiential meanings participants assigned to enduring racial microaggressions by gathering in-depth information through multiple sources to understand participants’ real life meanings to situations. Conclusions/Recommendations Participants’ engaged in pro-active navigation strategies to minimize and counter racial microaggressions. Navigation strategies were influenced by in- and out-of-class interactions with White teachers and student peers. Analysis of the data gathered during interviews, focus groups, and observations confirmed the racial microaggressive lived experiences of participants. Three themes emerged: (1) monolithic targeting; (2) integrative fluidity; and (3) behavioral vacillation. Participants avoided monolithic targeted racial microaggression(s) by creating meaningful alliances within other racialized student populations by utilizing social and extracurricular relationships as protective barriers to lessen the adverse effects of racial microaggressive experiences.
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Quayson, Felix. "Sociocultural Perspective: The Factors Affecting African American Graduation Rate In Higher Education." Interdisciplinary Journal of Advances in Research in Education 3, no. 2 (2021): 1–16. http://dx.doi.org/10.55138/ab104284hep.

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The graduation rate for African-Americans in the United States is alarming at a time when jobs require college degrees and advanced career knowledge. The disparities in African-American graduation rate are partly due to the lack of allocated resources and insufficient preparation. Educators and leaders are concerned about the challenges facing African American students and their graduation rate. Hines et al. (2020) and Kunjufu (2007) argued that the impact of class differences and socio-economics on teaching and learning puts forward other factors as better predictors for educators to gauge student performance such as embracing success stories in schools that serve low-income students and teacher training program, teacher expectations, professional development, and educational leadership are some of the main factors that determined the educational outcomes of a school. Perhaps, the most important hallmark of success for African Americans is their capacity to learn, cooperate, collaborate, and adapt. African American enrollments show improvement at the nation’s highest-ranked colleges and universities over the past quarter-century (The Journal of Blacks in Higher Education, 2006). The primary purpose of this article is to raise awareness on African-American graduation rate in higher education. The secondary purpose of this article is to educate administrators, faculty, institutional leaders, and those involved in the affairs of African-American education programs to become competent on the issues and challenges facing African-Americans in higher education. The author examined the factors that become barriers for African Americans in higher education setting including the role of gender and the challenges of finances in the education space through meta-analysis review of empirical knowledge on African American education. Keywords: Social Cultural Education; Urban Education; African-American, Graduation Rate, https://orcid.org/0000-0001-8444-8619
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Riccio, Cynthia, Salvador Ochoa, Sylvia Garza, and Collette Nero. "Referral of African American Children for Evaluation of Emotional or Behavioral Concerns." Multiple Voices for Ethnically Diverse Exceptional Learners 6, no. 1 (2003): 1–12. http://dx.doi.org/10.56829/muvo.6.1.57047673m5005n24.

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Research indicates that high numbers of African American children receive special education services. To address the overrepresentation of African Americans in special education, this study examined the source of referral and the behaviors that precipitate the referral of African Americans for evaluation due to behavioral or emotional concerns. School psychologists responded to survey questions related to source of referral and reasons for referral when behavioral or emotional assessment was indicated. Results suggest that teachers are the primary source of referral; parents, administrators, and others initiate the process as well. Reasons for referral range from academic concerns to more specific behavioral concerns, particularly those related to aggression. Implications for proactive intervention to address problems leading to referral are discussed.
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Howard, Tyrone C. "Who Really Cares? The Disenfranchisement of African American Males in PreK-12 Schools: A Critical Race Theory Perspective." Teachers College Record: The Voice of Scholarship in Education 110, no. 5 (2008): 954–85. http://dx.doi.org/10.1177/016146810811000507.

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Background/Context Despite recent gains from a number of students in U.S. schools, African American males continue to underachieve on most academic indices. Despite various interventions that have attempted to transform the perennial disenfranchisement, their school failure has persisted. Conversely, their failure in schools frequently results in poor quality of life options. Purpose/Objective/Focus of Study The objective of this study was to use critical race theory as a paradigmatic lens to examine the schooling experiences of African American males in PreK-12 schools. The focus of the study was to shed light on how African American males believe race and racism play as factors in their schooling experiences. Research Design The article includes qualitative data from a case study of African American males who offer counterstorytelling accounts of their schooling experiences. This article also explores the utility and appropriateness of critical race theory as a methodological tool to examine and disrupt the disenfranchisement of African American males in U.S. public schools. Findings/Results The results from this study revealed that the participants were keenly aware of how race shaped the manner in which they were viewed by their teachers and school administrators. The data also revealed how the participants explicitly fought to eradicate negative racial stereotypes held about African American males. Finally, the use of counter-storytelling within a critical race theory framework seemed to provide the participants a platform to discuss race-related issues in a manner that many of the participants felt was lacking in their school environments. Conclusion/Recommendations The findings from this study reveal some of the difficult obstacles that many African American males seek to overcome in order to become academically successful. Moreover, the findings suggest that educators must become more conscious of the role that race and racism plays in their schooling environments. Furthermore, educational researchers who are concerned with disrupting school failures of students of color and from low-income backgrounds should consider conceptual and methodological frames that place race, class, and gender at the center of their analysis.
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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.

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Farkas, George. "Racial Disparities and Discrimination in Education: What Do We know, how Do We Know It, and What Do We Need to Know?" Teachers College Record: The Voice of Scholarship in Education 105, no. 6 (2003): 1119–46. http://dx.doi.org/10.1177/016146810310500606.

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This paper reviews what we have learned about racial discrepancies in education, with particular attention to those that might be attributable to discrimination. Empirical studies have found that, on average, African American, Latino, and American Indian children arrive at kindergarten or first grade with lower levels of oral language, prereading, and premathematics skills, as well as lesser general knowledge, than that possessed by White and Asian American children. African American, Latino, and American Indian children are also reported to display behaviors less well suited to the school's learning environment. It has been estimated that at least half, and probably more, of the Black-White gap in twelfth-grade academic achievement would be eliminated if we could eliminate the Black-White performance gap at school entry. The remainder of the performance gap occurs during grades one through twelve. It is here that researchers have looked for discrimination by teachers and school administrators. In particular, they have looked for curricular track placements that, adjusting for prior performance, are disadvantageous for ethnic minority students. They have also looked for the possibility that teachers hold lower expectations for, and are less encouraging to, minority students. The evidence on these matters is mixed. It is suggested that, with the cooperation of school administrators and teachers, district-specific studies of these issues might be undertaken, using both local administrative data and participant-observational methods.
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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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Dissertations / Theses on the topic "African American 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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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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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.

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Jefferson, Sonya Duggan. "Stitched from the soul an auto/biographical inquiry into one black woman administrator's voice and vision /." Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/aballagh/ballagh_amy_r_200608_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2006.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 152-169)
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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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Nzeocha, Emeka. "A qualitative case study on the perception of middle school stakeholders on the effectiveness and importance of character education in three middle schools in an inner city school district in Alabama." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/nzeocha.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009.<br>Additional advisors: Aaron Kuntz, Aaron Moyana, Andrew McKnight, William Boyd Rogan. Description based on contents viewed June 5, 2009; title from PDF t.p. Includes bibliographical references (p. 212-228).
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Howard, Darryl E. "Educational strategies for Christian teachers and administrators instructing African American boys and youth in Christian schools." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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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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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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Books on the topic "African American 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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Eric, George, and Kentucky Commission on Human Rights., eds. Segregation continues to ease but one more school outside guideline, record eight Black teachers added Fayette County Public Schools, 1988-89: Teacher distribution most segregated ever, Black administrators at 11-year high. Kentucky Commission on Human Rights, 1989.

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Wells, Goldie F. (Goldie Frinks), interviewer, Southern Oral History Program, University of North Carolina at Chapel Hill. Documenting the American South (Project), and University of North Carolina at Chapel Hill. Library, eds. Oral history interview with John Jessup, January 11, 1991: Interview M-0024, Southern Oral History Program Collection (#4007). University Library, UNC-Chapel Hill, 2007.

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Defreece, Loistine. Oral history interview with Loistine Defreece, February 16, 1991: Interview M-0034, Southern Oral History Program Collection (#4007). University Library, UNC-Chapel Hill, 2007.

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Edmond, Beverly, and Ron Finnell. Trailblazing African American Public Administrators. Routledge, 2016. http://dx.doi.org/10.4324/9781315645896.

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Sandidge, Oneal Cleaven. Origins of the African American Sunday school. University Press of America, 1993.

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Kofi, Lomotey, ed. Going to school: The African-American experience. State University of New York Press, 1990.

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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. University Press of America, 1992.

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B, Harvey William, ed. Grass roots and glass ceilings: African American administrators in predominantly white colleges and universities. State University of New York Press, 1999.

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Pedroni, Thomas C. Market movements: African American involvement in school voucher reform. Routledge, 2007.

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Book chapters on the topic "African American school administrators"

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Wiley, J. W. "Retaining African-American Administrators." In Retaining African Americans in Higher Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003446828-10.

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Lindsey, Michael A., and Von Nebbitt. "African American Youth." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_15.

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Lowery, Kendra. "African American Administrators’ Leadership Practices As Forms of Resistance." In The Palgrave Handbook of Educational Leadership and Management Discourse. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99097-8_122.

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DeBose, Charles. "Ebonics and Black School Achievement: The Language Difference Hypothesis." In The Sociology of African American Language. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230502086_10.

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Raines, Tara C., Jennifer Twyford, and Erin Dowdy. "School-based Assessment with African American Children and Adolescents." In Guide to Psychological Assessment with African Americans. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1004-5_18.

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Woods, Isaac, Tai Collins, Meagan Scott, Josalyn Foster, and Kandace Mossing. "Promoting a Positive School Climate for Black and African American Students." In Creating an Inclusive School Climate. Routledge, 2023. http://dx.doi.org/10.4324/9781003400424-6.

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Excell, Kamaria, and Andrea D. Lewis. "The Normal School for Colored Girls (1851)." In Unsung Legacies of Educators and Events in African American Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-90128-2_19.

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Bentley-Edwards, Keisha L., Duane E. Thomas, and Howard C. Stevenson. "Raising Consciousness: Promoting Healthy Coping Among African American Boys at School." In Handbook of Culturally Responsive School Mental Health. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4948-5_9.

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Wilson, Camille M. "Critical Approaches to Educational Partnerships with African American Families." In The Wiley Handbook of Family, School, and Community Relationships in Education. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119083054.ch3.

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Klugh, Elgin. "The Glover School Historic Site: Rekindling the Spirit of an African American School Community." In Schools as Imagined Communities. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403982933_8.

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Conference papers on the topic "African American school administrators"

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Cue, Zachary. "Understanding African American High School Students’ Attendance Patterns." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2114835.

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Cue, Zachary. "Understanding African American High School Students’ Attendance Patterns." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2114835.

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Nche, Olivia. "Engaging African American Elementary School Children in Code Understanding." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. ACM, 2019. http://dx.doi.org/10.1145/3287324.3293715.

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Dunbar, Jerone, Diandra Prioleau, and Juan E. Gilbert. "CS Motivation for Black/African American Middle School Students." In 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2019. http://dx.doi.org/10.1109/respect46404.2019.8985753.

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Liou, Daniel. "Toward a Theory of Sympathetic Leadership: Asian American School Administrators' Expectations for Equity and Social Justice." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1435187.

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Anthony, Marcus. "Promises and Challenges of a School-Community Parent Leadership Program in an African American Hypersegregated School." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2106679.

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Anthony, Marcus. "Promises and Challenges of a School-Community Parent Leadership Program in an African American Hypersegregated School." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2106679.

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Robinson, Ashley, Manuel A. Perez-Quinones, and Glenda Scales. "Understanding the attitudes of African American middle school girls toward computer science." In 2015 Research in Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2015. http://dx.doi.org/10.1109/respect.2015.7296507.

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Hampton, Lelia, Robert Cummings, and Kinnis Gosha. "Improving Computer Science Instruction and Computer Use for African American Secondary School Students." In SIGMIS-CPR '19: 2019 Computers and People Research Conference. ACM, 2019. http://dx.doi.org/10.1145/3322385.3322399.

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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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Reports on the topic "African American school administrators"

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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.

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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 employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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