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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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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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Bouyer, Anthony L. "African American Males’ Ideas about School Success: A Research Study." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1502211217825789.
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Henson-Governor, Deborah M. "Important experiences and career patterns of black superintendents in Indiana school districts." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117116.
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This research examined the important experiences and career patterns of Black superintendents in Indiana school districts. The study helps in understanding some of the conditions that Black superintendents face in their leadership endeavors in Indiana. The study included a review of related literature on Black superintendents and their experiences in the field of educational administration in 1995-1996 and the years immediately preceding 1995-1996. The literature review summarized the limited amount of available evidence and revealed the need for current research in the area of Black superintendents. Five Black superintendents, two females and three males, were studied using qualitative and quantitative data collection methods, including face-to-face taped interviews. The study emphasizes the importance of research about Black superintendents and the need for more Black educational administrators.<br>Department of Educational Leadership
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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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Herring, Lisa Nicole. "The first African-American female school superintendent in Georgia reflections from the field to the forefront /." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/lisa_n_herring/herring_lisa_n_200701_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Meta Y. Harris. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 96-102) and appendices.
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Howard, Eric D. "African American Parents’ Perceptions of Public School: African American Parents’ Involvement in Their Childrens’ Educations." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2575.
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The goals for public schools are to educate all students so that they may attend colleges and/or develop relevant job and citizenship skills. African American students enrolled in American public schools struggle to keep up academically, revealing a so called “achievement gap.” Consequently, many African American children are unable to realize their potential and participate as successful contributing citizens. This study examined how African American parents might engage in their children’s schooling and how schools might support this participation to better meet the needs of these students.
The segregation and racism historically practiced in public schools has led to negative perceptions between educators and African American families and communities. The gap in traditional measures of academic achievement between Black and White children has been debated and analyzed by scholars, legislators, and practitioners for decades. School based issues associated with this trend are lower teacher expectations for students of color, lack of curriculum rigor, effective teacher development and training, inadequate resources, tracking of African American students into less demanding programs, a lack of appreciation for Black cultures and inappropriate/misguided school administration.
This study examines African American parents’ perceptions of public education and how it impacts Black student success and offers a synopsis of significant events that may have shaped some of these perceptions. Findings include evidence that African American parents perceive that schools do not reach out to them to foster a partnership or encourage participation, but most often engage them when behavior or academic issues arise with their children.
Additional areas for investigation surface by the findings include evidence that the disconnect perhaps does not come from a lack of engagement, but from a lack of active participation and partnership. Parents are left feeling as if they have no influence on school culture. Recommendations for improving school and family interactions that may improve African American student outcomes include teacher led parent-school partnerships, communication outside the classroom and school setting, and consideration for cultural differences.
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Pennington, Yvette. "Cyberbullying Incidents Among African American Female Middle School Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3280.
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Recent research has shown an increase in cyber bullying acts against middle and high school students. The National Center of Education Statistics (2010) reported that cyberbullying incidents increased 73% between the years of 2007 and 2009. In 2011, 75% of cyberbullying victims were adolescents (National Center of Education Statistics, 2013). Using data collected from the Pew Research and American Life Project, the study examined the prevalence of cyber bullying acts against African American female adolescents compared to Caucasian male and female adolescents and African American male adolescents. Additionally, the study reported the cyber bullying incident that occurred most frequently as either directly using texting or indirectly using social media websites. Past research studies have shown a prevalence of cyber bullying acts against Caucasian females. The participants in this study were 737 adolescents 12-17 years old. The results suggested that a prevalence of cyber bullying acts against African American female students occurred at a significantly lower rate than Caucasian female and male students but a significantly higher rate than African American male students and Hispanic male and female students. Additionally, indirect cyberbullying incidents occurred significantly more frequently than direct cyberbullying incidents.
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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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Cordy, Hayward. "Superintendents' beliefs and identification of district level practices contributing to the academic achievement of black males in the state of Georgia." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/hayward_cordy/Cordy_Hayward_200701_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2007.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Abebayehu Tekleselassie. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 170-191) and appendices.
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Turner, Clara Thompson. "Voices of four African American and European American female principals and their leadership styles in a recognized urban school district." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1229.
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This research study was conducted as a case study method on four African American and European American female educational administrators. The qualitative research framework was adopted to gain an understanding of how these administrators in secondary educational leadership positions exercised and (re)interpreted (Dillard, 1995) their leadership. The intent of my case study was to broaden the limited research base relating to the lived stories and experiences of the principalship from those whose voices can inform others about pertinent issues of leadership through diversity. In order to develop a clearer understanding of the administrators' perceptions on diverse leadership as it related to student academic performance, this study investigated constructed meanings of the relationship between their lived experiences and the way they led, by employing the feminist and interpretive lenses.
This qualitative study used the actual words of the participants to tell their story, as it provided a rich representation of the ideas presented. Data was collected through in-depth, open-ended interviews, and semi-structured face-to-face interviews through which the events, beliefs, and perceptions shaped the phenomenon under study. Analysis of the data occurred immediately after each interview and observation. Analytic conclusions were formulated by unitizing, coding, and then categorizing ideas or statements of experiences from the data to ensure that important constructs, themes, and patterns emerged.
The results of this study yielded the following as it related to the voices of four African American and European American female principals and their leadership styles in a recognized urban school district: (1) many forms or ways of leading were practiced by the administrators; (2) their upbringing or developmental pathways were different, however, they were determined to positively impact the lives of others throughout their educational career; (3) mentoring played an instrumental part in the administrators' leadership practices; (4) high student academic achievement was a result of effective professional development initiatives for their faculties; (5) they held themselves accountable for the outcomes of student academic performance; (6) they viewed diversity in leadership as critical; and (7) three of the four administrators identified their belief in a higher being as significant in their way of leading.
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Johnson, Randall J. "Developmental Assets Supporting High School Graduation Among African American Students." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3147.
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The focus of this study was individual and community assets and barriers that African American students living in disadvantaged low income communities encounter in their efforts to complete high school. The research questions were focused on understanding the high school experiences of students who graduated and of students who dropped out. The study was a comparison of the data collected from interviews of former students to the 15 interventions identified as most effective by the National Dropout Prevention Network (http://dropoutprevention.org/effective-strategies/).
Findings suggested that 6 of the 15 developmental assets were effective for enabling African American students to graduate from high school. These developmental assets were school-community collaboration, mentoring, family engagement, alternative schooling, after school opportunities, and active learning. The findings of this study may improve teaching and learning in K-12 schools and communities to increase graduation rates for minority students.
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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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Williams, Charlene V. ""On me"| How African American male students in an "urban" high school describe high teacher expectations." Thesis, Lewis and Clark College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728856.
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<p> Research on teacher expectations has given limited attention to the voices of African American males. This study used counterstories to explore how African American male high school students described and experienced high expectations in the classroom. Through focus groups and interviews, twelve African American males shared their experiences, offered insights into how they negotiate through classroom environments with few high expectancy interactions, and made recommendations for how teachers can effectively convey high expectations. Low expectancy interactions left participants feeling intellectually inferior, antagonized, or ignored, while high expectancy interactions fostered hope, high quality work, and synergystic engagement. Findings from this study indicate the participants not only experience bias in teacher expectations, but they assume and expect teachers will generally have low expectations of them until proven otherwise. Participants described paradigms and strategies they employ to navigate these experiences in the classroom. Critical racial consciousness, resistance, resilience, and beliefs about learning were concepts used to analyze their responses. The implications for this study present a “call to action” requiring a shift in professional development, paradigms, pedagogy and institutional practices implemented with relentless intention to facilitate African American male success. Teacher expectation is a lever that creates opportunities and facilitates deeper learning; therefore it is imperative that researchers capture more African American male perspectives and experiences to inform teacher practice.</p>
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Ingram, Brenda. "Schools in Violent Neighborhoods| The Impact on African American Elementary School Students' Academic Achievement." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3577945.
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<p> The academic achievement gap between African American and Caucasian students continues to be a major concern for policymakers and educators. This gap started to shrink in the 1970s and 1980s with integration, but the 1990s showed the achievement gap was on the rise again. The characteristics of the neighborhoods where children live and attend school have a great impact on their academic performances. This research study examined the relationship between poverty, community violence and the academic performance of elementary school age children, especially African American students. Seventy-eight public elementary schools were randomly chosen in Los Angeles County that had at least 10% African American students who completed the reading achievement test in each primary grade level (2-5 grade levels) in April 2012. The results showed that poverty and community violence had a significant negative impact on reading achievement test scores for African American students. Furthermore, the impact of community violence was twice that of poverty on academic performance. On the other hand, Caucasian students’ test scores were significantly impacted by poverty and not community violence. One explanation for this difference was that African American students experienced twice as much community violence in their neighborhoods as compared to Caucasian students. Since educators cannot change neighborhood characteristics, they need to focus on developing educational models that mitigate the impact of community violence and trauma on African American students.</p>
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Henderson, Jacquita. "The Impact of Effectiveness Leadership on African-American Males and Achievement in a Charter School." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/83.
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The purpose of this study was to investigate the factors that impact achievement for African-American males in a charter school in hopes of providing insight as well as recommendations into effective ways to close the academic achievement gap between African-American males and their counterparts, specifically the so-called “achievement gap” through examination of leadership and other correlates of a successful school. Lastly, the habits of an effective leader and his impact on the belief system, values and behaviors in an African-American male charter school and the influence he has on teachers, parents and students was examined.
Thirty participants responded to an online survey sent to teachers, parents and students. Two school principals, one past and the other current were interviewed. Data was collected through a single bounded longitudinal study for a period of six years.
A holistic analysis of the entire case was conducted. Through this data collection, a detailed description of the case emerged in which detailed such aspects as the history of the case, the chronology of events, or the day-by-day rendering of the activities of the case. After this description, common or emerging themes were identified in an effort to identify lessons learned from the case. Qualitative analysis of the data provided evidence to support the three themes that emerged from the data collection. This research revealed the most important factor in African-American males and achievement is effective leadership, without that nothing else matters, with that everything is possible. Qualitative analysis of the data revealed the leader must see himself as the instructional leader in his school, have a shared belief system that all children can and will learn, and facilitate a culture that empowers students and teachers alike. Results of this research investigation provide implications and recommendations for all schools educating African-American males in single-gender environments, particularly for the administrators who lead these schools.
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Hatten, Adriennie Yvette. "COMMON FACTORS THAT AFRICAN AMERICAN ADULTS ATTRIBUTE TO THEIR GRADUATION FROM A PREDOMINANTLY AFRICAN AMERICAN MIDWESTERN SCHOOL DISTRICT: A CASE STUDY." Cleveland State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=csu1306954142.
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Brown-Garcia, Roxanne. "The Brotherhood of Blackness| A Phenomenological Investigation Into the Lived Experiences of African American Male High School Graduates in a Northern California City." Thesis, University of the Pacific, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10044700.
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<p> African American males are typically subjected to unbelievable barriers and negative trends, which include institutional racism, discrimination, multigenerational poverty, lack of education, chronic unemployment, and fatherlessness. These findings are rooted within historical contexts that paint a picture of American schooling filled with the denial of educational opportunities for African Americans. However, using a critical lens these descriptors are challenged and dispelled by critical educators, who examine the bleak historical and contemporary circumstances that African Americans and other communities of color experience as a result of structural inequality perpetuated by white-dominated systems of power. In this study, the framework of Critical Race Theory is used to make sense of how race and racism shape the experiences of historically oppressed people, and to tell the story of eight African American high school males in a Northern California city, who describe factors that contributed to their failure and success as high school graduates, and how these experiences shape their college pursuits. This study uses the methodology of hermeneutic phenomenology as a tool to focus on the voices of African American male students in an effort to centralize these voices. This ensures that educators are not speaking for these students, but rather are listening to their stories.</p>
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Ingram, Bridget C. "After Opportunity Knocks: Factors Associated with the Persistence of Middle- and Late-career African American Female Principals." Ashland University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1476537758003797.
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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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Jenkins, Brenda White Campbell. "IMPLEMENTATION AND IMPACT OF A SCHOOL-BASED INTERVENTION PROGRAM TO COMBAT OBESITY AND CARDIOVASCULAR DISEASE IN A PREDOMINANTLY AFRICAN-AMERICAN HIGH SCHOOL." MSSTATE, 2009. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022009-115326/.
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This study addressed obesity of youth in a predominantly African-American school and was concerned with the implementation of a CVD intervention program, Project Health Curriculum, for high school students, focusing on early health promotion and support to children at risk of developing adult diseases. A health promotion program was implemented at a high school in Canton, Mississippi, to equip students with information to help reduce risk behaviors that could lead to health problems. This intervention was conducted in the health and physical education classes. Students were given the opportunity to report their knowledge and behaviors by participating in a pretest. A posttest was completed after the health promotion intervention. A Wilcoxon Signed Ranked test was computed to analyze the differences between the pretest and posttest scores of the students on the Project Health Student Survey (PHSS) to determine if the intervention program impacted their attitudes, practices, and knowledge regarding their risk behaviors and practices. The posttest served as the student outcome measure and indicator of the effectiveness and perceived usefulness in modifying student risk behaviors when compared to the pretest scores. Changes in student behaviors were found in several of the categories examined. The results of the study indicated that a carefully designed prevention/intervention program within the school curriculum can positively impact student behavioral practices to improve students quality of life. As the State of Mississippi deals with the epidemic of obesity and the prevalence of CVD, preventing these diseases from increasing is a priority. Strategies and programs for weight maintenance, weight reduction, and health promotion must become a public health and education priority, especially among the youth.
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Salaam, Chandra G. "Parental perceptions of school quality: factors influencing African-American parents' satisfaction with the quality and operation of Clara Mohammed schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/2287.
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Brown v. Board of Education, 347 U.S. 483 (1954), brought great hopes to African-American parents that their vision for getting quality education for their children would be realized through equal access, resources, and outcomes in public schools. After 50 years of educational reforms to bring parity to traditionally underserved children, almost all of the data indicate that, on the average, public schools do not serve African- American students well. Possible evidence of the public school failure phenomena is the achievement gap between African-American and other students. The most striking response to this gross underachievement is the establishment of independent schools by African-Americans. The Clara Mohammed Schools (CMS) are independent Islamic schools established by African-American Muslims.
This quantitative research used the Statistical Package for the Social Sciences (SPSS) to analyze the survey data collected from 204 parent respondents who chose CMS for their children during the 2004-2005 school year. The statistical procedures included Pearson Correlation, Frequency, Factor Analysis, and Multiple Regression. The Reliability test indicated that all ten of the survey components were reliable and constructed of similar measure.
Pearson Correlation tested CMS factors and parent demographic variables. Those variables included: religion, school climate, culturally infused curriculum, academic excellence, identity (African-American), community and parent involvement, character and leadership development, affordable tuition, teacher quality, satisfaction with the quality and operation of CMS, and the parents' religion, marital status, ethnicity, gender, age range, K-12 school-type attended, income, and highest education level attained. Seven of the 10 null hypotheses were rejected indicating that parents were overall satisfied with the quality and operation of the CMS they had chosen.
Multiple Regression was used to test the design model where satisfaction with the quality and operation of CMS is the dependent variable and all other variables were treated as independent variables to determine which independent variable are predictors of importance and satisfaction with the quality and operation of CMS. Character and leadership development and highest education level tend to explain satisfaction with the quality and operation of Clara Mohammed Schools significantly.
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Shropshire, N. Ryan. "Perceived factors that impact the appointment of African American male principals and assistant principals within two local metro school systems." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/2157.
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The differences in perceptions among African American male school leaders and the factors that led to their appointment were investigated. The differences were determined by the type of written responses given on surveys that were distributed and then collected by the researcher, which resulted in different correlations for each research question, along with oral responses that were given by subjects during interviews.
Results indicated that there was no perceived correlation between factors such as knowledge of curriculum, leadership experience, educational values and the appointment of African American males to their positions. However, there were perceived correlations between leadership skills and leadership style. Results also indicated that when individuals were interviewed, the two main commonalities that were shared were the unanimous agreement that appointment was based more on "who you know" than "what you know," and that in trying to yield honest and candid responses, individuals who were interviewed remained elusive with their answers. The findings are congruent with the rationale that principal and assistant principal appointments are based more on educational politics rather than by years of experience or leadership skills, and that when it came to fair hiring practices and policies within the educational arena, African- American males still have a long way to go regarding equal opportunity appointment.
Further research is warranted in order to determine significant differences in African American male principal and assistant principals' perceptions of how and why they are considered for appointment. All research in this matter focuses on certain factors that affect these perceptions, namely the independent variables considered in the first part of this study.
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Perry, Nettie B. Johnson. "A study of the effects of a self-esteem treatment on African American males in an urban secondary school setting." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1993. http://digitalcommons.auctr.edu/dissertations/2476.
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The purpose of this study, an experimental design utilizing two experimental groups and one control group, was to determine if self-esteem intervention treatments significantly impact the self-esteem behavior levels of tenth-grade African American male subjects. Further, the study examined the relation between attendance and general self-esteem. The two instruments used in this study were the Coopersmith Self-Esteem Inventory and the Semester Attendance Log. The sample for the study consisted of fifteen subjects in Experimental Group A, fourteen subjects in Experimental Group B, and sixteen Control Group subjects.
ANOVA, Scheffe, and a dependent t test were used for statistical analysis in this study. Data analysis indicated that the self-esteem behavior levels of the subjects in the treatment groups showed significant statistical gains after the treatment.
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Hawkins, Lillian Artene Hall. "Race, Representation, and Role: Why African American Females Run for School Board." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1227647591.
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Pellegrino, Mark J. "Leadership Practices That Support Marginalized Students: Culturally Responsive Discipline for African American, Hispanic, and Latinx Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108800.
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Thesis advisor: Lauri Johnson<br>Traditionally, schools have suspended students of color at significantly higher rates than White students. Culturally responsive classroom practices have been found to reduce these disparities. This exploratory case study examined whether or not teachers with low discipline referrals for African American and Hispanic/Latinx students from a midsized urban Massachusetts district report using culturally responsive discipline practices, and how their principal fosters these practices. It was part of a larger group study that examined how school and district leaders support marginalized students. Data was collected over a four-month period using semi-structured interviews with two principals and nine teachers in two schools. Interview questions were based on the Double-Check Framework (Hershfeldt etl al., 2009) which identifies culturally responsive discipline practices. Data showed that teachers with low office discipline referrals might embrace culturally responsive practices, at least to a limited degree. Additionally, while principals reported that they provided culturally responsive professional learning activities for teachers, teachers interviewed did not attribute their practices to these efforts. Results suggest that school leaders should cultivate positive relationships between students and staff to reduce discipline disparities<br>Thesis (EdD) — Boston College, 2020<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Williams, Patricia Linn. "A Paut Neteru Journey| An Autoethnographic Study of a Black Female Charter School Leader Using an Africentric Approach." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10845822.
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<p> A Paut Neteru Journey: An Autoethnographic Study of a Black Female Charter School Leader Using an Africentric Approach by Patricia Linn Williams This dissertation seeks to examine the obstacles and experiences of a Black female charter school leader using an Africentric approach to educating Black children, and ways in which social and material inequalities may have shaped her journey. A conceptual framework that blends African-centered pedagogy, African womanism, and transformational leadership is used to guide this qualitative autoethnographic study. Use of the autoethnographic method provides an opportunity to examine the relational dynamics of the experiences of this Black female charter school leader in the cultural context of the Black community and neoliberal education. Data analysis is captured from autobiographical storytelling within three key time periods or epochs of her 17-year experience starting, operating, and closing a charter school. Data analysis includes coding based on themes that emerged from the data collection process. Findings indicate how attempts to implement an African-centered approach to educating Black children in a DC charter school in the U.S. Eurocentric education model in the neoliberal era was compromised by neoliberal policies, particularly high-stakes testing, a history of separate and unequal education, the lack of support for African-centered education, and the lack of access to facilities. These findings also support the need to continue to examine how non-European children can be educated, not just schooled, in a manner that places them at the center of their learning, builds agency, and develops them into creative and critical thinkers and future builders.</p><p>
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Colbert, John L. "Examining the Phenomenon of Dropping Out of High School Through the Perspectives and Experiences of the African American Male." Thesis, University of Arkansas, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10278938.
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<p> We expect all students to achieve and succeed in school, yet current data shows that 23.6% of African American students in Arkansas drop out of school (Bailey & Dziko, 2008). The African American male high school dropouts are much higher than the number of male dropouts from other ethnic groups. As the researcher reviewed the current data about African American dropouts, it was the impetus behind this study. Although many have discussed and written about African American male dropouts in educational forums, essays, short stories, dissertations, and even movies, few have captured the experiences of the African American males in qualitative research, allowing them to have a voice.</p><p> The study focused on the African American males’ perspectives and their educational experiences during high school and how these experiences influenced their decisions to drop out of high school. The purpose of this phenomenological study was to examine the reasons why African American males decided to drop out of high school. The researcher engaged subjects in an in depth assessment of the issues that influenced their decisions to leave high school. The researcher felt that, in order to glean a true picture of the facts as it relates to the African American dropouts, it was imperative to relate the issues to those who were affected. As we examine this dilemma, it is very important that educators understand how African American students might respond or not respond in the learning environment.</p>
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Aboko-Cole, Diakite Remidene. "A Comparison of the School Experiences of Low-Scoring and High-Scoring African American SAT Test Takers." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3718036.
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<p> This study sought to explore the school experiences of high-scoring and low-scoring SAT test takers in order to understand how their school experiences shaped their achievement on the SAT. Given the persistent SAT achievement gap between African Americans and Whites, the researcher approached this investigation from a Critical Race Theory theoretical perspective in order to determine how race and racism may have influenced the school experiences of the participants. Using a phenomenological methodology and a constructivist epistemology, in-depth, semi-structured interviews were conducted with African American students who scored high on the SAT Writing subtest (those whose Writing subtest score was one standard deviation or more above the total group mean Writing score in the year in which the test was taken) and African American students who have scored low (those Writing subtest score was one standard deviation or more below the total group mean Writing score in the year in which the test was taken). The investigation was guided by the central question, <i> What are the implications of the school experiences of African American students on their performance on the SAT?</i> The following sub-questions also guided the research: 1) How do high and low-scoring African American SAT test takers describe their high school experiences? 2) How do high and low-scoring African American SAT test takers make meaning of their high school experiences? 3) In what ways do the experiences of high and low-scoring African American SAT test takers converge and diverge? </p><p> The findings suggest that for both low-scoring and high-scoring African Americans, their academic program, teachers’ expectations and school culture and climate were salient in their school experiences and impacted their performance on the SAT. It was observed that the high school experiences of the two groups differed significantly. The high-scoring group attended schools where the school culture was consistently focused on academic achievement and preparing students for college. The low-scoring group attended schools where the culture was at times focused on managing student behavior or preparing students for state standardized tests. Learning was more focused on completing assignments or learning particular skills in order to achieve short-term goals. </p>
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Mickens, Kelli Nicole Sparrow. "Cultivating Servant Leadership in High School Students of African Descent the Freedom Schools Way." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/208596.
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Urban Education<br>Ph.D.<br>This study elucidates the history and program structure of an urban out of school time program designed for liberatory education for K-16 students. This study aims to define the Catto Freedom Schools Way and examine the extent to which it is being followed at the Hamer-Still Freedom Charter School. This study contributes to what we know about school design and ethnic studies as a strengths-based approach to educating youth of color. A review of the literature reveals that Freedom Schools have been in existence since African people came to the Western hemisphere and The Freedom Schools Way has meant different things to each entity over that time (Countryman, 2006; Du Bois, 1903; Garvey, 1923; Payne & Strickland, 2008; Williams, 2005; Woodson, 1933). Findings suggest that The Catto Freedom Schools Program (CFSP) Way is a combination of two complimentary elements: learning about Black history and culture (Asante, 1980; Carr, 2009; Diop, 1996; Gay, 2000; King, 2005; Murrell, 2002; Myers, 1997; Nobles, 1976) and chain mentorship (Andrews, 2001; Olson, 2008; Welty, 2000). Learning about Black history and culture consists of reading and writing about Black history and culture and assuming African values and customs. Chain mentorship consists of looking up to older people for direction and guidance as well as stepping up in service to give younger people guidance. Hamer-Still Freedom Charter School (HSFCS), a school designed on the CFSP model, is experiencing the most success in implementing reading and writing about African history and culture and having accessible adult role models on whom the students, also known as Servant Leader Scholars, can rely on for academic and personal support. In order for HSFCS to embody the CFSP Way, it needs to strengthen opportunities for its students to step up and provide service for younger children as well as fully develop a spirit of positive peer pressure throughout its upper school.<br>Temple University--Theses
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Roberts-Willis, Renee. "Mentoring relationships as perceived by African American women in higher-level educational administration leadership positions." Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2525.
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This qualitative study examined and analyzed mentoring relationships from the personal perspectives and experiences of nine African American women in higher level educational administration leadership positions that have been mentored during their career and who currently hold or have held higher level educational administration leadership positions. The study shed light and brought forth corroboration of previous studies which highlighted that it is often difficult for African American women to attain and retain higher level educational administration leadership positions and the necessity for support systems, namely mentoring relationships. Respondents provided valuable information, evidence, and insight that may be useful in selecting, supporting, retaining, and promoting other African American women into leadership positions. African American women who seek higher level leadership positions in educational administration often face insurmountable barriers, according to the research respondents. These barriers can be attributed to stereotypes related to race, age, and gender. The responses of study participants are supported by the research literature which describes how women, in general, tend to give up their quest for leadership positions when they feel overwhelmed and unsupported while attempting to navigate through the obvious and hidden barriers (Grove & Montgomery, 2001; Malone, 2001). The data from this study shed light on the fact that African American women interested in higher level educational administration leadership positions need access to support systems that contribute to their job success and satisfaction. The respondents reported that engaging in mentoring relationships helped them bridge the gap between theory and practice. Additionally, they stated that more than one mentor, bringing varied perspectives to the mentee, was needed to help address job-related challenges. The respondents further reported that mentoring relationships are beneficial to both the mentor and mentee and emphasized that the mentoring relationships should be open and both the mentor and mentee should be approachable. In summation, even with its imperfections and inconsistencies, respondents noted that the mentoring process continues to be one of the best ways to provide a lasting influence on the attitudes, knowledge, expertise, and professionalism of African American women who are seeking to attain or retain higher level educational administration leadership positions.
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Johnson, Jawana Michelle. "Wonder Women| Partially Visible, Fully Indispensable| A Multi-Case Study of the Perspectives of African American Women School Leaders on Leadership, Influence and Power." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608731.
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<p> This qualitative inquiry of the experiences of six African American women high school principals, current and recently exited from east coast secondary schools, employs in-depth interviews and a focus group. Through interviews I explored these secondary school leaders’ personal and professional experiences to reveal their perspectives on the ways identity informs their ability to influence others, shape professional relationships, and enact leadership in their secondary schools. Identity was also an important influence on their ability to strategically navigate power relations within and beyond their school contexts. The experiences and perspectives of African American women school leaders in secondary settings have been under-represented in the educational leadership scholarship; this study seeks to contribute to an emergent body of literature in this area. As national demographics change and more school leadership vacancies emerge, African American women leaders represent a viable candidate pool. The experiences of current African American women school leaders are valuable perspectives for leader preparation programs. This study seeks to enrich and extend educational leadership discourse and leader preparation programs, which have not fully recognized this talent pool. The findings from this study point toward ways that can be used to shape leader preparation programs and leadership recruitment efforts. Finally, this study aims to generate and share information which may support the successful navigation of this growing population of leaders within metropolitan settings, as urban school leadership changes and new positions emerge.</p><p>
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Etlen, III James Samuel. "A STUDY TO DETERMINE THE EXTENT TO WHICH A SCHOOL-BASED MENTORING PROGRAM AFFECTS THE ACADEMIC ACHIEVEMENT AND SOCIAL BEHAVIORS OF AFRICAN-AMERICAN MALES IN A SUBURBAN MIDDLE SCHOOL." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/429010.
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Educational Leadership<br>Ed.D.<br>Abstract of the Study Schools are faced with the challenge of identifying creative ways to ensure the success of all students. The academic achievement gap that persists between African-American students and their counterparts along with the disparate impact of disciplinary practices are issues that educators continue to seek solutions to address. Helping all students achieve academically is difficult; however, when confronted with issues like poverty, broken families, and crime helping students succeed in school becomes even more challenging. Although some progress has been noted, it has been well-documented that African-Americans continue to underperform and lag behind their counterparts academically (McMillian, 2003). The purpose of this study is to examine the impact, if any, a school-based mentoring program had on the academic achievement and appropriate social behaviors of African-American male participants when used as an intervention. The participants in this study attended a suburban middle school, located just outside the city of Philadelphia, and attended this school from 2012 through 2015. The study examined grade point averages, standardized test results, and disciplinary data from two groups of students: the African-American male students who participated in the mentoring program and the remainder of the African-American male students that attended this school during the same period. Data from both the control and experimental groups were examined to determine if students who participated in the mentoring program at any point throughout middle school had an improvement in their grade-point averages, standardized test performance, or lower rates of disciplinary referrals than the group that did not participate in the mentoring program.<br>Temple University--Theses
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Williams, Mark. "Parental Involvement and Other Parental and School-Related Predictors of Academically Successful Students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/114.
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Schools have defined parental involvement as parent reported participation at least once during the school year. Participation can consist of attending a school meeting, parent/teacher conference, school event or volunteering in the school. Researchers have spent countless hours researching parental involvement and its impact on academic success for students. Researchers have conducted studies using two-parent households, single-parent households and studies comparing single-parent households to two-parent households. A majority of the studies had favorable outcomes for two-parent households and not so favorable outcomes for single-parent households. Especially, if those households were headed by a single African American female.
During the second half of the 20th century, the number of children living in single-parent families. Census data, from 1960, reported 9 percent of children lived in single-parent homes compared to 28 percent in 2000. Single-parent homes headed by African American mothers, are often the scapegoat for a variety of the academic problems African American youth encounter.
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Lopez, Noni Shamim. "No container| Teacher perceptions of the influence of self, context, and school on the success of African American students in three highly selective independent schools." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10196399.
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<p> In my study, I examined teacher perceptions of the factors that contribute to or work against the success of African American (Black) students in predominately White independent schools. I asked three questions and two subquestions:</p><p> 1. What do teachers observe across elementary, middle, and high school age groups that they perceive contributes to or works against the success of Black students?</p><p> 1a. How do teachers in a predominately White, independent school define success for their Black students?</p><p> 1b. Do teachers at different grade levels have different perceptions of Black student success?</p><p> 2. Is it possible to develop valid, reliable measure of teacher perceptions of independent school racial climate and Black student coping?</p><p> 3. Does a relationship exist between individual demographic factors of teachers and their perceptions of the success of Black students?</p><p> My study was conducted at three independent schools in New York City. Focus group interviews were conducted at each school with teachers and administrators who had 10 or more years of experience at their schools. Surveys with direct and open-ended questions were distributed to faculty, administrators, and staff of the three schools to explore perceptions of Black student success, racial climate, and Black student coping, and to determine whether a relationship existed among individual demographic factors and teacher perceptions of Black student success. I found four relationships:</p><p> 1. Participants perceived that, regardless of their grade level, Black students in their schools experienced similar forms of implicit and explicit racial bias that negatively affected their success; however, patterns emerged in the participants’ responses that demonstrated a higher level of concern for their elementary-age Black students compared to the students who entered in middle or high school.</p><p> 2. Participants identified <i>strong sense of self</i> and <i> sense of connection</i> as two core dimensions of success for all of their students, but identified knowing the “rules of the private school game” and having a strong support <i>network</i> early on as important success factors for Black students.</p><p> 3. It is possible to develop valid and reliable measures of teacher perceptions of racial climate and Black student coping.</p><p> 4. A significant relationship existed among teacher perceptions of Black student success and teachers’ race, years in current school, years in position, and school level taught.</p>
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Byrd-Wright, Angela Nicole. "How Culturally Responsive Leaders and Teachers Influence the Mathematics Performance of High School and Middle School African American Students in One Urban Virginia School Division." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97061.
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Analysis of multiple data sources revealed a prevalent gap between high school and middle school African American students and their White counterparts in mathematics. Based on these data and a gap in the literature, further research was needed regarding how the mathematics performance of African American students is influenced by culturally responsive leadership and culturally responsive teaching. The purpose of this study was to determine if culturally responsive behaviors of high school and middle school principals influence the behaviors of mathematics teachers resulting in building conceptual understanding of their students; and, how teachers' culturally responsive actions impact the mathematics performance of African American students.
The research questions guiding this qualitative study were (1) To what extent, if any, do principals at the high school and middle school levels that exemplify culturally responsive leadership influence mathematics teachers' use of culturally responsive teaching that results in building conceptual understanding in mathematics? and, (2) To what extent, if any, do culturally responsive teaching practices impact the mathematics performance of African American students at the high school and middle levels? The results indicated that the purposive sample of high school and middle school principals (n = 7) exhibited critical consciousness (self-awareness) and interrelationships amongst teachers and students; communication and being present; and, data- driven decision-making. The purposive sample of high school and middle school mathematics teachers (n = 23) exhibited content knowledge that allowed for differentiated instruction
inclusive of building conceptual understanding through multiple mathematical representations; and, engaged their students in mathematical discourse requiring students to reason and justify their solutions. Thus, such actions created a familial-like atmosphere inherent in optimal learning environments for African American students. Students with culturally responsive teachers performed better on division-wide assessments, with the effect of reducing the achievement gap between African American and White students compared to teachers not self-identified as having high levels of cultural responsiveness with results statistically significant at the 0.01 level after conducting a two-proportions z-test.<br>Doctor of Education<br>The purpose of this study was to determine if culturally responsive behaviors of high school and middle school principals influence the behaviors of mathematics teachers resulting in building conceptual understanding of their students; and, how teachers' culturally responsive actions impact the mathematics performance of African American students. The synthesis of the literature review and the results of this study could provide information that would assist school leaders and teachers in not only understanding their respective roles impacting and influencing the mathematics performance of African American students at the high school and middle school levels, but also understanding the pedagogical, conceptual understanding, and leadership practices and factors that can lead to this improvement.
A qualitative study design was used in one urban Virginia school division encompassing a preliminary screening of high school and middle school principals and mathematics teachers; observations of high school and middle school principals and mathematics teachers; and, a culminating culturally responsive leadership practices survey. The researcher sought to examine (1) To what extent, if any, do principals at the high school and middle school levels that exemplify culturally responsive leadership influence mathematics teachers' use of culturally responsive teaching that results in building conceptual understanding in mathematics? and, (2) To what extent, if any, do culturally responsive teaching practices impact the mathematics performance of African American students at the high school and middle levels? Data from division-wide assessments demonstrated that the students of culturally responsive teachers performed better and with a reduced achievement gap between African American and White students compared to teachers not having self-identified with high levels of cultural responsiveness. Observations from the high school and middle school principals and mathematics teachers revealed specific behaviors and strategies used consistently across the sample. From the findings, implications for practices and recommendations for future studies were rendered.
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Smith, Angela Mosley. "Race and gender in the leadership experiences of three female African American high school principals a multiple case study /." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/angela_d_mosley/smith_angela_m_200808_edd.pdf.
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Thesis (Ed.D.)--Georgia Southern University, 2008.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Saundra Murray Nettles. ETD. Includes bibliographical references (p. 142-157) and appendices.
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Scott, Brice Le Anthony. "AFRICAN AMERICAN HIGH SCHOOL STUDENTS’ ATTITUDES TOWARD MATHEMATICS AND PERCEPTIONS OF EXTANT CULTURALLY RELEVANT PEDAGOGY AND ETHNOMATHEMATICS." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/698.
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African American students' severe underachievement in mathematics in comparison to their peers has been framed as an achievement gap that continues to widen despite the efforts of many education scholars and leaders. Throughout history in the United States, mathematics education has been designed, developed, and delivered within a Eurocentric philosophy. Consequently, African American students have been at a systemic disadvantage in terms of perceiving the cultural relevance of mathematics; which has served as a detriment to their academic success. By merging ethnomathematics and culturally relevant pedagogy (CRP) into a theoretical framework, this study investigates these issues and proposes a shift in mathematics education toward a more culturally aware approach. In this study, it is argued that implementing a multicultural education approach such as ethnomathematics into the mathematics curriculum coupled with employing culturally relevant pedagogical practices will increase relevance in the mathematics education for African American students. The purpose of this study was to gain African American high school students’ perception of mathematics, as well as their cultural awareness and its relation to mathematics education.
To gain students’ perceptions about mathematics education from a cultural respect, 375 students in grades 9-12 completed three online surveys which were (1) a four-item demographic questionnaire (age, gender, grade, ethnicity), (2) the 40-item Attitude Towards Mathematics Inventory (ATMI), and (3) the 12-item Students Perception about Cultural Awareness (SPCA) survey. This study incorporated a quantitative, correlational research design. To address research questions one and two, Pearson correlations were conducted to examine the associations between the variables of interest which were (1) Value, (2) Enjoyment, (3) Sense of Security, (4) Motivation, and (5) Cultural Awareness. Variables (1), (2), (3), (4) were derived from the ATMI survey through factor analysis while variable (5) was constructed from the SPCA survey. To address research question three, a MANOVA was conducted to assess for differences in attitudes toward mathematics and perceptions of cultural awareness by ethnicity. For research questions one and two, it was found that there was a statistically significant correlation between the variables of interest. For research question three, it was found that there was not a statistically significant difference in the variables of interest by ethnicity.
In further analysis of the data, it was found that many African American students have a substandard attitude of value, enjoyment, sense of security, and motivation toward mathematics. Nonetheless, these students had a high sense of cultural awareness and cultural pride. Generally, the students felt that the incorporation of culture into mathematics would assist in raising their achievement to some degree. This study highlights recommendations to educational leaders to learn about the culture of their students, allow that data to inform policy decisions, and lead a shift to the approach of mathematics education toward the theories of ethnomathematics and CRP.
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Smith, Audley Edward. "A critical examination of the impact of school principals' leadership on the academic achievement of African American males in preschool through third grade." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1228937687.
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Collins, Paul Kamara Sekou. "Rituals of Empowerment, Disempowerment, And Critical Transformative Leadership At A School In Transistion." Miami University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=miami1014648245.
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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.