Relevant bibliographies by topics / African American school superintendents. Leadership

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

Academic literature on the topic 'African American school superintendents. Leadership'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "African American school superintendents. Leadership"

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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 (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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Mayo, C. Russell, and Perry A. Zirkel. "School Superintendents’ Choices of Professional Periodicals." Journal of School Leadership 12, no. 4 (2002): 397–410. http://dx.doi.org/10.1177/105268460201200403.

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In this national survey of public school superintendents, respondents indicated the “best” and the most read from a list of 34 periodicals in education leadership. Their top choices for both highest quality and most read were, in order, Educational Leadership, Phi Delta Kappan, School Administrator, and American School Board Journal. Their primary criterion for selecting these journals was practical utility, not refereed scholarship. Therefore, professors who conduct research and publish it solely in journals perceived as unfamiliar to practitioners are, at least in the field of education leadership, missing a broader audience and direct influence on practice. Additionally, other education periodicals were not ranked often, but at least one periodical outside of education— Newsweek—ranked second only to Educational Leadership, among the responding superintendents for actual usage.
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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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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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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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Brown, Anita R. "The Recruitment and Retention of African American Women as Public School Superintendents." Journal of Black Studies 45, no. 6 (2014): 573–93. http://dx.doi.org/10.1177/0021934714542157.

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Benham, Maenette K. P., and Edward Shepard. "Experience-Based Leadership Training: Reflections of African-American School Leaders." Journal of School Leadership 5, no. 3 (1995): 272–307. http://dx.doi.org/10.1177/105268469500500305.

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A variety of innovative pedagogues focused on improving school leadership preparation programs are currently under way throughout the United States. Coupled with these fresh approaches to teaching and learning that center on exploring the professional knowledge of the practitioner, more institutions are actively recruiting school leaders who represent a range of ethnic backgrounds. The intent of the following paper is to examine the usefulness of one innovative instructional approach, an experientially-based leadership retreat, for five African-American school leaders. The stories presented in this paper attempt to link the participants’ lives and professional experiences to the leadership retreat to answer the question “What did they learn about themselves through this experience?” The emergent themes have universal value and positive implications for current and future leadership preparation programs.
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Tillman, Linda C. "The Scholarship of Dr. Asa G. Hilliard, III: Implications for Black Principal Leadership." Review of Educational Research 78, no. 3 (2008): 589–607. http://dx.doi.org/10.3102/0034654308321454.

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For over 40 years the scholarship of Dr. Asa G. Hilliard has impacted the fields of educational psychology, testing and measurement, teacher education, and African and African American history. Dr. Hilliard was also concerned about school leadership, and much of his work is closely aligned with current discussions about school reform and accountability as they relate to effective school leadership. The purpose of this article is to present a review of a selected body of Dr. Hilliard’s scholarship, and to situate this work in the context of African American principal leadership and the education of African American students.
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DeMatthews, David, Elena Izquierdo, and David S. Knight. "Righting past wrongs: A superintendent’s social justice leadership for dual language education along the U.S.-Mexico border." education policy analysis archives 25 (January 6, 2017): 1. http://dx.doi.org/10.14507/epaa.25.2436.

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The role of superintendents in adopting and developing dual language education and other equity-oriented reforms that support the unique needs of Latina/o emergent bilinguals is a relatively unexplored area in educational leadership and policy research. Drawing upon theories of social justice leadership, this article examines how one superintendent in the El Paso Independent School District (EPISD) engaged in leadership to address injustices against Mexican and Mexican-American emergent bilinguals through the implementation of district-wide dual language education. EPISD provided a strategic site for this study because the previous superintendent and administration were part of a large-scale cheating scandal that “disappeared” hundreds of Mexican and Mexican-American students. This study highlights the important role of the superintendent in supporting equity-oriented school reforms such as dual language education, identifies specific actions and values pertinent to social justice leadership at the district level, and describes the ways leaders can take advantage of political opportunities, frame educational injustices in ways that mobilize key stakeholders, and utilize networks and grassroots movements for social justice means. The article concludes with implications for future research.
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Bonner, Fred A., Michael E. Jennings, Aretha F. Marbley, and Lesley-Ann Brown. "Capitalizing on Leadership Capacity: Gifted African American Males in High School." Roeper Review 30, no. 2 (2008): 93–103. http://dx.doi.org/10.1080/02783190801954965.

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Dissertations / Theses on the topic "African American school superintendents. Leadership"

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Williams, Barbara Morrow. "In the silence of her friends a case study of the intersection of gender, race, age, and leadership in the dismissal of a public school superintendent /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4108.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2005.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 14, 2006) Vita. Includes bibliographical references.
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Williams, Winthrop Cynthia Y. "The perceptions of African-American female superintendents' career ascendancy patterns in the United States from 2000-2001." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2002. http://digitalcommons.auctr.edu/dissertations/506.

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This study chronicled the perceptions of African-American female superintendents about their career ascendancy. This study identified factors that impact career ascendancy patterns as identified by African-American female superintendents. These factors included personal factors, educational factors, career factors, sociopolitical factors, and mentoring. The study created a linkage between African-American female administrators and the factors involved in the ascension to the superintendency. The research design selected for this study was a qualitative, descriptive design to identify the experiences and perspectives of African-American female superintendents. The Robison (1992) interview guide and Winthrop 2001 interview guide were the primary instruments. The researcher found that there are some important elements in the ascendancy pattern of African-American females to the superintendency: African-American female superintendents persevered through problems that related to their gender and race, educational factors, occupational factors, and sociopolitical factors. The conclusions drawn from the findings suggest that African-American female superintendents were more likely to be between the ages of 50-59, married, Protestant, hold a terminal degree, and were more likely to be appointed rather than elected to a district with 1,001 to 3,000 students. African-American female superintendents were more likely to choose a male mentor over a female mentor, who as it appears, was largely influential for the success of the African-American female superintendent. The majority of African-American female superintendents viewed their leadership role as a service. The majority of African-American female superintendents spoke about the role of private life versus career. This is consistent with traditional gender socialization. Many African American female superintendents perceive it difficult to ascend in the superintendency if they are confronted with the problem of mobility.
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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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Shepherd, William R. "A study of the career ascendancy patterns of African-American superintendents serving in the United States from 1990-1996." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/2226.

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Bailey-Walker, Tonya M. "Leading the Way: Capturing the Lived Experiences of African American Female Superintendents in the State of Ohio." Ashland University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1523010652732375.

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Desmoulin-Kherat, Sharon Adkins Amee. "Meaningful school leadership from the perspective of African American parents." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1273100031&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181309366&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Amee Adkins (chair), Linda Lyman, Joe Pacha, Venus Evans-Winters. Includes bibliographical references (leaves 219-233) and abstract. Also available in print.
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Whitman, Tiffany M. Preston. "African American Leadership Experiences in Education Organizing For School Reform." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404406774.

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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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Smith, Shannon. "THE PERSPECTIVES OF PRACTICING AFRICAN AMERICAN FEMALE SUPERINTENDENTS IN THE COMMONWEALTH OF VIRGINIA REGARDING THE IMPACT OF SPIRITUALITY ON THEIR LEADERSHIP PRACTICES." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2390.

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This qualitative study utilized a phenomenological approach to discover how African American female superintendents in Virginia integrated spirituality into their leadership practices. The struggles and experiences of these women as a population have been uniquely marginalized by both race and gender. These distinct influences have resulted in the development of generations of women who freely proclaim to be grounded in the spiritual. To investigate this topic, data were collected in face-to-face interviews conducted on site in the school division where each superintendent was employed. The data were analyzed using a modified version of Moustakas as proposed by Creswell (2007). Once the interviews were coded for themes, two distinctive themes emerged regarding the leadership practices of these women and the integration of spirituality. Theme One addressed the characteristics of the participants’ spiritual belief systems and their relationship with God according to how they conceptualized the abstract concept of spirituality and used it in their professional decision-making processes. Theme Two delineated more precisely how these women used their personal beliefs to lead from a spiritual center. The discoveries that surfaced via this study add greater validation to Benefiel’s (2005) theory pertaining to spiritual leadership, which emphasizes the actions of the leader who relies on spiritual leadership. This leader-centered perspective contrasts with Fry and Whittington (2005), who suggested that spiritual leadership cannot be understood without also considering the perspectives of those being led. In summary, this study found that each of these women led from a spiritual center and professed to practice spiritual leadership. In other words, they made and carried out decisions that resulted in the fostering of successful school divisions without compromising their biblical principles. They believed that a leader must be more than a managerial or an instructional leader. A leader must lead from within, while at the same time considering the affective aspects of leadership that encompass the whole person and the needs of the entire organization.
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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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Books on the topic "African American school superintendents. Leadership"

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Black school, White school: Racism and educational (mis)leadership. Teachers College Press, 2012.

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Ulysses, Byas, ed. Hello professor: A black principal and professional leadership in the segregated south. University of North Carolina Press, 2009.

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African-American principals: School leadership and success. Greenwood Press, 1989.

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Dlott, Stephen. Surviving and thriving as a superintendent of schools: Leadership lessons from modern american presidents. Rowman & Littlefield Education, 2007.

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G, Cunningham William, ed. The American school superintendent: Leading in an age of pressure. Jossey-Bass, 1997.

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The 1992 study of the American school superintendency: America's education leaders in a time of reform. American Association of School Administrators, 1992.

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Lars, Björk, Brunner C. Cryss, and American Association of School Administrators., eds. The study of the American school superintendency 2000: A look at the superintendent of education in the new millennium. American Association of School Administrators, 2000.

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Learning in a burning house: Educational inequality, ideology, and (dis)integration. Teachers College Press, 2011.

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In the crossfire: Marcus Foster and the troubled history of American school reform. University of Pennsylvania Press, 2012.

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Institutional revitalization: Leadership, process, and Providence. Association of Theological Schools, 1991.

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Book chapters on the topic "African American school superintendents. Leadership"

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

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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. Emerald Group Publishing Limited, 2013. http://dx.doi.org/10.1108/s2051-2317(2013)0000001021.

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Hozien, Wafa. "African American Urban School Principal Servant Leadership." In Advances in Human Resources Management and Organizational Development. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5840-0.ch007.

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The purpose of this chapter is to investigate the characteristics of African American school principals and the obstacles they experience on their path to the principalship. A secondary purpose, but very important as well, is to analyze critically the experiences of successful African American male principals to help inform the preparation of principals who lead organizations of diverse demographics. Investigating this area also contributes to the much-needed educational discourse of African American principal attitudes, beliefs, and life experiences of principals in education today, and how they are meeting the needs of a growing multicultural population. The principals are the primary units of analysis, and it is the intent of this chapter to delve into the lives of the participants to gain a better understanding of the barriers and obstacles they have to overcome to become principals.
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Brewer, Ernest W. "Leadership Characteristics of the Ideal School Superintendent." In Encyclopedia of E-Leadership, Counseling and Training. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch046.

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This article discusses the characteristics of the ideal school superintendent based on research findings. Research has seen that the challenges to American education have become more complex with the advent of each decade of this century. The effective school superintendent of today and tomorrow must be a principled, empathetic visionary who is able to lead by facilitating and to actively encourage the development of others. While inferences may be made from the efforts of apparently successful superintendents, research is needed to scientifically validate excellence and to differentiate between superficially apparent success and long-term effectiveness.
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Rodriguez, Sonia. "Latina Efficacy." In Research Anthology on Challenges for Women in Leadership Roles. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8592-4.ch028.

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School systems are notorious for resisting change and this causes moral and ethical dilemmas for those seeking equality within these settings. The primary barrier to current social movements is often the weariness of school organizations. Leaders who are tired of seeing the inequality in schools become the voice of change. Their mission is to make a difference, but ethical dilemmas may heighten when confronting social injustice within school systems. Although the Hispanic enrollment is schools has increased, Latina leadership remains unnoticed, and Latina superintendents are underrepresented in the superintendency. This chapter focuses exclusively on Mexican American female superintendents and portrays their ethical dilemmas while leading schools in what some may consider challenging school districts. There are distinct patterns in the types of school districts that Mexican American female superintendents choose to lead and they demonstrate a personal drive and commitment for improving educational opportunities for all children, regardless of social economic status and ethnicity.
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Madsen, Jean A., and Reitumetse Obakeng Mabokela. "African American Leaders' Perceptions of Intergroup Conflict." In Leadership Challenges in Creating inclusive School Environments. Routledge, 2002. http://dx.doi.org/10.4324/9781410608413-3.

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Jones, Cornel. "Teachers' Perceptions of African American Principals' Leadership in Urban Schools." In Leadership Challenges in Creating inclusive School Environments. Routledge, 2002. http://dx.doi.org/10.4324/9781410608413-2.

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Rodriguez, Sonia. "Latina Efficacy." In Advances in Psychology, Mental Health, and Behavioral Studies. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7582-5.ch009.

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School systems are notorious for resisting change and this causes moral and ethical dilemmas for those seeking equality within these settings. The primary barrier to current social movements is often the weariness of school organizations. Leaders who are tired of seeing the inequality in schools become the voice of change. Their mission is to make a difference, but ethical dilemmas may heighten when confronting social injustice within school systems. Although the Hispanic enrollment is schools has increased, Latina leadership remains unnoticed, and Latina superintendents are underrepresented in the superintendency. This chapter focuses exclusively on Mexican American female superintendents and portrays their ethical dilemmas while leading schools in what some may consider challenging school districts. There are distinct patterns in the types of school districts that Mexican American female superintendents choose to lead and they demonstrate a personal drive and commitment for improving educational opportunities for all children, regardless of social economic status and ethnicity.
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Eakins, Sheldon Lewis. "A School Model for Developing Access to Higher Education for African American." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch009.

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This chapter discusses the social inequalities in school choice and the racial disparities of college access. Utilizing the theories of social capital and social inclusion, the author provides a conceptual framework for developing a college-going school culture in charter schools. Through this lens, the author considers that the level of school support needs to be equitable to the varying stages of self-efficacy, academic behaviors, and post-secondary aspirations that students enter school with. The author suggests the importance of the RECIPE (rigorous curriculum, expectations, collegiality, interconnection, parental engagement, and exposure) to prepare African American students for college.
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Thomas, Jakita O., Rachelle Minor, and O. Carlette Odemwingie. "Exploring African American Middle-School Girls' Perceptions of Themselves as Game Designers." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2005-4.ch003.

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Computational algorithmic thinking (CAT) is the ability to design, implement, and assess the implementation of algorithms to solve a range of problems. Supporting Computational Algorithmic Thinking (SCAT) is a longitudinal project that explores the development of CAT capabilities by guiding African American middle-school girls through the iterative game design cycle, resulting in a set of complex games around broad themes. This paper explores African American middle-school girls' (called SCAT Scholars) perspectives of their SCAT experience and perceptions of themselves as game designers.
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Conference papers on the topic "African American school superintendents. Leadership"

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"Autoethnography of the Cultural Competence Exhibited at an African American Weekly Newspaper Organization." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4187.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Little is known of the cultural competence or leadership styles of a minority owned newspaper. This autoethnography serves to benchmark one early 1990s example. Background: I focused on a series of flashbacks to observe an African American weekly newspaper editor-in-chief for whom I reported to 25 years ago. In my reflections I sought to answer these questions: How do minorities in entrepreneurial organizations view their own identity, their cultural competence? What degree of this perception is conveyed fairly and equitably in the community they serve? Methodology: Autoethnography using both flashbacks and article artifacts applied to the leadership of an early 1990s African American weekly newspaper. Contribution: Since a literature gap of minority newspaper cultural competence examples is apparent, this observation can serve as a benchmark to springboard off older studies like that of Barbarin (1978) and that by examining the leadership styles and editorial authenticity as noted by The Chicago School of Media Theory (2018), these results can be used for comparison to other such minority owned publications. Findings: By bringing people together, mixing them up, and conducting business any other way than routine helped the Afro-American Gazette, Grand Rapids, proudly display a confidence sense of cultural competence. The result was a potentiating leadership style, and this style positively changed the perception of culture, a social theory change example. Recommendations for Practitioners: For the minority leaders of such publications, this example demonstrates effective use of potentiating leadership to positively change the perception of the quality of such minority owned newspapers. Recommendations for Researchers: Such an autoethnography could be used by others to help document other examples of cultural competence in other minority owned newspapers. Impact on Society: The overall impact shows that leadership at such minority owned publications can influence the community into a positive social change example. Future Research: Research in the areas of culture competence, leadership, within minority owned newspapers as well as other minority alternative publications and websites can be observed with a focus on what works right as well as examples that might show little social change model influence. The suggestion is to conduct the research while employed if possible, instead of relying on flashbacks.
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