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Relevant bibliographies by topics / African American school principals

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Academic literature on the topic 'African American school principals'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "African American school principals"

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Jones, Brandolyn E., Rebecca M. Bustamante, Pamela Gray, and Benita R. Brooks. "Exploring Cultural Responsiveness Among European American Principals in Rural Schools With High-Performing African American Readers." Journal of School Leadership 29, no. 2 (2019): 115–29. http://dx.doi.org/10.1177/1052684619832155.

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A comparative case study approach was applied to explore the extent of cultural responsiveness of two European American principals working in two select rural elementary schools where African American students consistently scored high on reading achievement tests. Results suggested African American students’ high levels of reading performance in the rural school environments were influenced largely by synergistic systems of community integration, culturally relevant leadership practices, and teacher professional development. Recommendations for practicing rural principals, principal preparation programs, and educational researchers are shared.

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Peil, Margaret, and Kofi Lomotey. "African-American Principals: School Leadership and Success." Canadian Journal of African Studies / Revue Canadienne des Études Africaines 25, no. 3 (1991): 515. http://dx.doi.org/10.2307/486004.

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Carter, Deborah J., and Kofi Lomotey. "African-American Principals: School Leadership and Success." Journal of Negro Education 59, no. 4 (1990): 632. http://dx.doi.org/10.2307/2295325.

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White-Smith, Kimberly A. "Beyond Instructional Leadership: The Lived Experiences of Principals in Successful Urban Schools." Journal of School Leadership 22, no. 1 (2012): 6–25. http://dx.doi.org/10.1177/105268461202200102.

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Despite national statistics that suggest declining African American and Latino student achievement, few schools accept the challenge of educating the neediest students, and even fewer succeed. This phenomenological study examined the experiences of and strategies employed by three principals of urban schools that effectively educate traditionally underserved students. Contrary to instructional leadership practices, these principals limited opportunities for teachers to share in the decision-making process regarding school operation and leadership, instead expecting teachers to concentrate on classroom instruction as the priority. Additionally, these principals focused and nurtured teachers’ personal and professional characteristics to enhance the quality of instruction at their particular schools.

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Davis, Rosemary A., Byron E. Jones, Randall C. Morgan, and Bernard C. Watson. "Roosevelt High School Principals: Personal Reflections." Gifted Child Today 47, no. 1 (2023): 40–44. http://dx.doi.org/10.1177/10762175231205904.

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Graduates of Roosevelt High School remember their experiences, specifically the principals. Bernard Watson introduces the other authors’ personal reflections by describing the environment, his relationships with the principals and his fellow students, and the long-term effects of the school on its graduates. Following this introduction, Randall C. Morgan remembers his grandfather, H. Theo Tatum, who everyone knew and respected and who crafted a sense of excellence in the students. The other two principals—Warren Anderson and Robert Eugene Jones—are remembered by their children. Rosemary Davis remembers her father, Anderson, as being energized by teaching, learning, and interacting with teachers and students. He believed in producing well-rounded students, those with both physical as well as intellectual skills. Byron Jones remembers his father, Robert Jones, as also having a passion for teaching and leading. He honored students’ achievements and increased the number who graduated with honors. These personal memories support the importance of leadership within an elite African-American school’s culture.

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Wilkerson, Reginald D., and Camille M. Wilson. "“Beating against the Wind”." Journal of School Leadership 27, no. 6 (2017): 772–99. http://dx.doi.org/10.1177/105268461702700601.

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In this article, authors offer a CRT-driven analysis of in-depth interview data from two African American principals charged with turning around poverty-impacted, largely African-American populated schools. Both served as social justice-oriented leaders who countered traditional administrative approaches and disrupted racially and/or socioeconomically biased practices. Their leadership and student advocacy methods clashed with district ideals and policies, and each faced severe repercussions. The authors highlight why supporting and retaining such school leaders is necessary, and offer strategies capable of helping the educational community move forward in supporting a vulnerable leadership population commonly assigned to improve the most challenging U.S. schools.

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Adams, Donnie, and Vicneswary Muthiah. "SCHOOL PRINCIPALS AND 21ST CENTURY LEADERSHIP CHALLENGES: A SYSTEMATIC REVIEW." Journal of Nusantara Studies (JONUS) 5, no. 1 (2020): 189–210. http://dx.doi.org/10.24200/jonus.vol5iss1pp189-210.

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Background and Purpose: This systematic review article focuses on leadership challenges encountered by school principals in the 21st century. International evidence indicates principal leadership affects school and student performance. However, little systematic review has been carried out on the issue. Hence, the purpose of this paper is to analyse the existing literature on leadership challenges faced by school principals in the 21st century.  Methodology: Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic review was done on two main databases, Web of Science and Scopus. There were three main stages in the process: identification of keywords, screening of articles, and determination of the articles. This resulted in a ﬁnal database of 16 eligible documents.   Findings: The review of these documents resulted in three main themes – personal challenges, school context, and stakeholders, and 11 sub-themes. There were three subthemes for personal challenges such as lack of knowledge and skills, while school context challenges can be divided into six sub-themes such as lack of trained staff and inadequate facilities and resources. The two subthemes for stakeholders challenges are negative attitudes of parents and interventions from the Ministry.  Contributions: This systematic review expands the literature of principalship in the 21st Century by highlighting the challenges faced in the context of North American, African, European, and Australian schools. Further work on the challenges faced by school principals in other continents should be carried out to achieve a better understanding on the issue.  Keywords: 21st century, challenges, principal leadership, school leadership, systematic review.  Cite as: Adams, D., & Muthiah, V. (2020). School principals and 21st century leadership challenges: A systematic review. Journal of Nusantara Studies, 5(1), 189-210. http://dx.doi.org/10.24200/jonus.vol5iss1pp189-210

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Anderson, Elizabeth W., Melissa Valerio, Manlan Liu, et al. "Schools’ Capacity to Help Low-Income, Minority Children to Manage Asthma." Journal of School Nursing 21, no. 4 (2005): 236–42. http://dx.doi.org/10.1177/10598405050210040901.

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This article describes the challenges and strengths of asthma management in 14 low-income, predominantly African American urban elementary schools serving more than 5,000 students. Asthma prevalence was 24.5%. Teachers, school principals, parents, and children described how asthma was managed at school. Data from classmates of students with asthma showed that they had moderate to high levels of information about the disease. Data from teachers indicated the great need for practical instruction on how they might effectively support a child with asthma in the classroom and on the playground. Principals raised concerns about expectations for the functioning of school staff and implementation of school policies especially related to asthma emergencies. Parents reported a range of problems their children face at school. Data from children with asthma showed that 75% believed asthma affected their schoolwork. Findings from this study should be useful to school personnel, health providers, and others who assist children and their families to manage asthma at school. Data suggest that making school nursing services available is warranted, given the impact of asthma on the school community.

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Ward Randolph, Adah, and Dwan V. Robinson. "De Facto Desegregation in the Urban North: Voices of African American Teachers and Principals on Employment, Students, and Community in Columbus, Ohio, 1940 to 1980." Urban Education 54, no. 10 (2017): 1403–30. http://dx.doi.org/10.1177/0042085917697204.

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This research explores the historical development of African American teacher and principal hiring and placement in Columbus, Ohio, from 1940 to 1980. In 1909, the Columbus Board of Education established Champion Avenue School creating a de facto segregated school to educate the majority of African American children and to employ Black educators. Over the next 50 years, Columbus created a de facto system of education where Black educators were hired and placed exclusively. This research illuminates how an unintended detriment such as de facto segregation actually developed Black leadership, and strengthened and empowered the community before and after Brown.

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Jones, Cornel. "Teachers' Perceptions of African American Principals' Leadership in Urban Schools." Peabody Journal of Education 77, no. 1 (2002): 7–34. http://dx.doi.org/10.1207/s15327930pje7701_2.

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Dissertations / Theses on the topic "African American school principals"

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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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Mack, Yejide Safiya. "Leading School Improvement: African American Women Principals in Urban Educational Settings." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276534166.

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Randolph, Marlayna A. "African American Women’s Perceived Barriers to the Position of High School Principal." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427224280.

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Henderson, Gregory D. "Leadership Experiences of Male African-American Secondary Urban Principals: The Impact of Beliefs, Values and Experiences on School Leadership Practices." Cleveland, Ohio : Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1213907586.

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Thesis (Ph.D.)--Cleveland State University, 2008.<br>Abstract. Title from PDF t.p. (viewed on Oct. 6, 2008). Includes bibliographical references (p. 159-175). Available online via the OhioLINK ETD Center. Also available in print.

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Canada, Joe L. "African American Public School Principals in East Tennessee: Motivation for Leadership." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2166.

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The purpose of this study was to explore and document the factors that motivated African American public school administrators in a selected school system in East Tennessee to become school leaders. The study highlighted barriers and challenges, support mechanisms, and perceptions of training. If minority educators are to be actively recruited and retained, there must be an understanding of the factors that motivate them to progressively seek administrative leadership positions. The African American public school administrators' experiences were collected through 17 one-on-one personal interviews. The interviews were audio-taped, transcribed, coded, and used to answer the 4 research questions. The primary factors that motivate African American public school administrators to become school leaders are a desire to help the students and to make a broader impact on education. These public school administrators had to overcome the barriers and challenges of racial and/or gender discrimination while working in a system that was not supportive of these endeavors. As a result of this study, recommendations were made for the school system, the African American public school administrators, and for further research.

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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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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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Hutchinson, Debra S. "Destiny and Purpose Driving School Turnaround: The Portraits of Three African American Women Principals." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1581333329211659.

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Smith-Simmons, Tiffany Nichole. "African American Women Elementary School Principals: Impact of Race and Gender on Suspension Practices." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/164.

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

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Robinson-Bishop, Ramona E. "Leadership strategies utilized by elementary principals to increase the academic achievement of African-American students." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2526.

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Purpose . The purpose of this descriptive ex post facto study was to identify leadership strategies utilized by elementary principals to increase the academic achievement of African-American students in schools identified as Title I. Procedure . This study utilized qualitative research methods to determine the effectiveness of strategies used in schools to improve the achievement levels of African-American students in Sacramento County. Principal interviews were conducted in schools with free and reduced lunch counts of 70% or higher, enrollment of more than 33% African-Americans, and a principal who was assigned to the site for three or more years. Of the six Sacramento County elementary schools examined, three were high-achieving and three were low-achieving. Initial interviews were followed up with observations, and follow-up interviews. School and district documents were then reviewed to complete the triangulation process. Findings . The outcome of the study listed practices used in high-achieving schools and compared those practices to those used in low-achieving schools. Those commonly mentioned strategies found to be effective, as evidenced by improved test scores in low-achieving schools and implementation in high-achieving schools, were defined. The result was a comparison to determine whether the leadership practices were labeled as effective or ineffective. Evidence used to determine the effectiveness of leadership practices with African-American students included 1999 and 2002 schoolwide Academic Performance Index, 2002 Academic Performance Index scores for the African-American subgroup as compared to those of the Caucasian subgroup, and compared proficiency levels on the California Standards Test. Those practices found to be most effective in schools, whether they were low-achieving or high-achieving, were then categorized and listed. There were several common strategies found in the most effective schools. Schools that were most effective in improving achievement levels for African-American students shared some strategies, which were labeled as high impact strategies. Moderate impact strategies were shared by two of the three most effective schools, and low impact strategies were found in the most effective school solely. Additionally, it was determined that while principals felt that specialized training was necessary to truly serve the needs of the African-American student, none of them have provided such a training at their sites. Principals either felt that poverty was the true issue, or were afraid or hesitant to discuss issues related to race.

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Books on the topic "African American school principals"

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Mask, J. W. Oral history interview with J.W. Mask, February 15, 1991: Interview M-0013, Southern Oral History Program Collection (#4007). University Library, UNC-Chapel Hill, 2007.

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Barbour, Coleman. Oral history interview with Coleman Barbour, February 16, 1991: Interview M-0032, Southern Oral History Program Collection (#4007). University Library, UNC-Chapel Hill, 2007.

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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 Richard Hicks, February 1, 1991: Interview M-0023, Southern Oral History Program Collection (#4007). University Library, UNC-Chapel Hill, 2007.

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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 Leroy Campbell, January 4, 1991: Interview M-0007, Southern Oral History Program Collection (#40007). University Library, UNC-Chapel Hill, 2007.

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Freeman, Johnny A. Oral history interview with Johnny A. Freeman, December 27, 1990: Interview M-0011, Southern Oral History Program Collection (#4007). University Library, UNC-Chapel Hill, 2007.

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Dacons, E. V. Oral history interview with E.V. Dacons, March 4, 1991: Interview M-0009, Southern Oral History Program Collection (#4007). University Library, UNC-Chapel Hill, 2007.

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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 Robert Winston, January 26, 1991: Interview M-0030, Southern Oral History Program Collection (#4007). University Library, UNC-Chapel Hill, 2007.

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Spain, Ray. Oral history interview with Ray Spain, January 26, 1990: Interview M-0029, Southern Oral History Program Collection (#4007). University Library, UNC-Chapel Hill, 2007.

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Wells, Goldie F. (Goldie Frinks), 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 Charles Johnson, December 29, 1990: Interview M-0025, Southern Oral History Program Collection (#4007). University Library, UNC-Chapel Hill, 2007.

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Dearman, Jewel E. Principal and the teachers. Darklove Pub., 2000.

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Book chapters on the topic "African American school principals"

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Chikoko, Vitallis, and Pinkie Mthembu. "South African school principals' use of time." In How School Principals Use Their Time. Routledge, 2021. http://dx.doi.org/10.4324/9780429327902-12.

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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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Beckmann, Johan, and Keshni Bipath. "South Africa: Research on South African Public School Principals, an Uncompromising Desire to Improve the Quality of Education." In A Decade of Research on School Principals. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23027-6_25.

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Ogina, Teresa Auma. "Empowerment Spaces of Female School Principals in South African Township Schools." In The Education Systems of Africa. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_24-1.

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Ogina, Teresa Auma. "Empowerment Spaces of Female School Principals in South African Township Schools." In The Education Systems of Africa. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_24.

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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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Conference papers on the topic "African American school principals"

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Flowers, Jamon. "The Lived Experiences of African American Principals Leading Predominantly White Rural Schools." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1893425.

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Wilkerson, Reginald. ""Lifting as We Climb": Improving Support Mechanisms for African American Principals in High-Priority Schools." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1444929.

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Murphy, Cristina C., and Carla Brisotto. "Universal Method, Local Design: The JUST CITY Studio at Morgan State University." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.57.

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In May 2017, the AIA honored Paul R. Williams with a Gold Medal. At the ceremony, his granddaughter advocated for an architectural education that is more just throughout ethnicity and genders, a call that was stated fourteen years earlier by Melvin Mitchell when he noted that “black America is entering the twenty-first century with a shortage of […] black […] architects.” Unfortunately, Mitchell’s question of “what those […] missing black architects must do toward the furtherance of the cultural and socio-economic agenda of today’s Black America” has still to be fully answered. Though African Americans made up 13 percent of the total U.S. population, only 2 percent of licensed architects in the U.S. are African American. In 2007, African-American women made up a scant two-tenths of a percent of licensed architects in the U.S., for just 196 practitioners. It is important that “[black] schools … be at the forefront of establishing the theoretical as well as practical rapprochement between black architects and the Black America they were spawned from […]” The time to assess of the educational development in black schools has arrived. In Freire’s The Pedagogy of the Oppressed, education is a form of empowerment that liberates minorities from a standardized system of knowledge. The educator has to tailor the teaching experience through a deep understanding of the students. With this approach the educator can learn about the context the students live in, helping them visualize individual problems, advocating for their awareness and willingness to take a professional, creative and social stand. This approach is founded on the idea that real education implies a not hierarchical, horizontal relationship between the teacher and students, one that does not pour knowledge from teacher to students. As Freire says, “the teacher is no longer the one who teaches, but one who is taught in dialogue with students […]. They become responsible for a process in which [everyone] grow.” Developing Freire’s argument, we propose a relationship teacher – students that is circulation of knowledge between the teacher and the students, but also fellow students and communities. Education is carried on globally to prepare the learners to a reality that goes beyond their immediate surrounding. Following Freire’s pedagogical principles, schools of architecture need to focus on a different approach to education, one that leads to their enfranchisement. Education should reconnect these individuals to the environment they live in while, at the same time, give them the opportunity to move beyond the expected path of architectural education. The paper presents three sections, each with a theoretical description that frames the pedagogical approach and the critical analysis of the studio. The conclusion lays down the final outcomes and the further development of the research.

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Thaba-Nkadimene, Kgomotlokoa Linda, and Disego Vincentia Thobejane. "MENTORING EXPERIENCE OF STUDENT PRINCIPALS IN SOUTH AFRICAN SCHOOL LEADERSHIP PROGRAMME." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1631.

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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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Martin, Gregory. "Apostles for Change: Leadership Roles of African American Principals in the Urban South, 1918–1968." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1588446.

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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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Reports on the topic "African American school principals"

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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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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 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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