Relevant bibliographies by topics / African American women school principals

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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 women school principals'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "African American women school principals"

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Peters, April L. "Leading through the challenge of change: African-American women principals on small school reform." International Journal of Qualitative Studies in Education 25, no. 1 (2012): 23–38. http://dx.doi.org/10.1080/09518398.2011.647722.

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Loder, Tondra L. "African American Women Principals’ Reflections on Social Change, Community Othermothering, and Chicago Public School Reform." Urban Education 40, no. 3 (2005): 298–320. http://dx.doi.org/10.1177/0042085905274535.

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Bloom, Collette M., and David A. Erlandson. "African American Women Principals in Urban Schools: Realities, (Re)constructions, and Resolutions." Educational Administration Quarterly 39, no. 3 (2003): 339–69. http://dx.doi.org/10.1177/0013161x03253413.

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Newcomb, Whitney Sherman, and Arielle Niemeyer. "African American women principals: heeding the call to serve as conduits for transforming urban school communities." International Journal of Qualitative Studies in Education 28, no. 7 (2015): 786–99. http://dx.doi.org/10.1080/09518398.2015.1036948.

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Dixson, Adrienne D., and Jeannine E. Dingus. "In Search of Our Mothers’ Gardens: Black Women Teachers and Professional Socialization." Teachers College Record: The Voice of Scholarship in Education 110, no. 4 (2008): 805–37. http://dx.doi.org/10.1177/016146810811000403.

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Background/Context The current era of educational reform targets teacher education and aims to improve the performance of children who have traditionally underperformed and are underserved in public schools. Although educational policy has tried to address the ways in which “good teaching” contributes to improved student educational outcomes, research that examines such teaching must develop ways to make the tacit explicit. In doing so, the research and scholarship on teachers mask, ignore, and overlook the unique experiences of African American women teachers who bring a unique angle of vision to their work among historically underserved populations. The researchers argue that the pedagogy of Black women teachers provides much-needed insights that can inform the practices of all teachers. Focus of Study This article integrates findings from two separate studies on Black women teachers. It examines reasons underlying the professional entry of Black women into teaching and uses a Black feminist/womanist framework to examine how the nexus of race, gender, and class impacts Black women's decisions to enter teaching while also informing their teaching missions. The article is situated in novelist Alice Walker's metaphorical gardens to examine the intergenerational connections of Black women teachers to teaching. Setting Participants hailed from different geographic regions, including Southern California and the Midwest. All were teachers in urban districts serving primarily African American, Latino/Latina, and Asian American students. Participants The participants were 5 Black women teachers from two separate studies. All participants were elementary teachers: a novice; experienced veteran teachers; and a semiretired teacher. Three of the teachers were members of the same family, representing three generations of Black women teachers. The remaining two teachers live, teach, and attend the same church in a medium-sized midwestern city. Research Design The data for this article come from two separate qualitative studies on Black women teachers. Data Collection and Analysis Both studies used ethnographic interviews. Dixson interviewed two participating teachers, the teachers’ colleagues, principals, and parents of students. Dixson also conducted weekly classroom observations over 10 months. Dingus conducted two to three individual interviews with the participating family. She also conducted a group conversation with the family. Participants provided written reflections on their entry into teaching using metaphors of teaching. Dingus also collected documents including email correspondence, newsletters, and print articles featuring the participants. Findings Three convergent themes emerged that represent the teachers’ views of why Black women enter teaching. The first finding, that teaching is tending our mothers’ gardens, highlights the intergenerational encouragement of Black women, including mothers and community othermothers, as influential factors on their professional entry. Participants cited the teaching legacies of Black women in schools, families, and communities as inspirations to become teachers. The second finding, teaching as community work, highlights the ways in which the decision to enter teaching allowed them to remain connected to Black communities and students, function as cultural workers, and act as community othermothers. The third finding, that teaching is nurturing our mothers’ spiritual gardens, illuminates how participants connected their professional entry to a larger spiritual mission. Participants perceived their teaching as a moral, communal, and ethical endeavor incorporating humanistic pedagogical approaches. Conclusions/Recommendations The researchers argue that educational research, in keeping with a policy focus on quality instruction, must continue to examine the practices of Black women teachers, who have effective pedagogical practices with underserved populations. In doing so, we caution against operationalizing such pedagogical practices in ways that trivialize their teaching practices and render them invisible. Furthermore, we encourage researchers to examine how teacher education can make explicit the experiences, knowledge, wisdom and spiritual aspects of Black women's pedagogical practices. Research must also consider the ways in which Black women teachers draw on intergenerational networks in their teaching practices and how these relate to their conceptualizations of their roles as teachers.
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Peil, Margaret, and Kofi Lomotey. "African-American Principals: School Leadership and Success." Canadian Journal of African Studies / Revue Canadienne des Études Africaines 25, no. 3 (1991): 515. http://dx.doi.org/10.2307/486004.

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

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

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A comparative case study approach was applied to explore the extent of cultural responsiveness of two European American principals working in two select rural elementary schools where African American students consistently scored high on reading achievement tests. Results suggested African American students’ high levels of reading performance in the rural school environments were influenced largely by synergistic systems of community integration, culturally relevant leadership practices, and teacher professional development. Recommendations for practicing rural principals, principal preparation programs, and educational researchers are shared.
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Nkosi, Thembi, and Zvisinei Moyo. "South African Women Leading Rural Schools During the COVID-19 Pandemic: Challenges and Resilience." Journal of Education and Educational Development 10, no. 2 (2023): 191–211. http://dx.doi.org/10.22555/joeed.v10i2.850.

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Since the arrival of COVID-19, schools have been confronted with complex problems, and the burden on women principals in rural schools has been enormous. - The COVID-19 pandemic has significantly increased the workload of women principals, affecting both their work and home life." This study sought to explore how the leadership roles of female principals in rural primary schools have been influenced during the COVID-19 pandemic. This qualitative study focused on women principals leading rural primary schools in South Africa during the COVID-19 pandemic, utilizing critical feminist theory for analysis. The study collected data through semi-structured interviews and document analysis. Women principals’ leadership was impacted by a lack of trust, insufficient resources and resistance presented by parents, teachers, and staff members directly and negatively affected the women principals and became an obstacle in pursuing their duties. - The shortage of infrastructure caused learners to attend school intermittently due to new timetabling models introduced to accommodate social distancing. The absence of e-learning amenities made it difficult for rural learners to receive education."The absence of e-learning amenities made it difficult for the rural learners to receive education. Further and future research should be conducted in other provinces to compare the experiences of female principals.
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Davis, Rosemary A., Byron E. Jones, Randall C. Morgan, and Bernard C. Watson. "Roosevelt High School Principals: Personal Reflections." Gifted Child Today 47, no. 1 (2023): 40–44. http://dx.doi.org/10.1177/10762175231205904.

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

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

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

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This study explores African American women elementary school principals and how their race and gender impact their decision-making practices as they relate to suspension. Principals are faced with deciding how to implement a variety of policies, including curriculum and instruction, student safety and other district initiatives. Special attention is given to suspension because it impacts the average daily attendance funds that schools receive, and if students are not attending school due to suspension, their academic achievement suffers. In addition, there is an increasing national rate of suspension (Ferges, E. & Noguera, P, 2010) that is leading to heightened responsibilities as it relates to discipline. Sacramento County in California was selected as the site of this study due to its diverse population of elementary students. The research question for this study was: How does the intersection of race and gender impact the decisions related to suspensions for African American women elementary school principals? The theoretical framework used to answer this question is Black Feminist Thought (Collins, 2000). Through in-depth interviews, the women revealed how double consciousness and the dual oppression of race and gender impacted their decisions regarding suspension. Black feminist thought focuses on the marginalized status of African American women and places their experiences at the center of the discourse. With this in mind, the data yielded findings in the following areas 1) race, 2) race and gender, 3) suspension, 4) networking, and 5) mentoring. The intent of this study was to contribute to the field by researching African American women elementary school principals. The focus of suspension practices was selected because of the troubling relationship between academic achievement and suspension. The discourse on African American women in educational leadership has historically been silent, as both a gendered and racialized group (Dillard, 1995). This study attempted to expand the majority of research literature on educational leadership, which has primarily focused on the experiences of White men and women (Bell & Chase, 1993). In addition, this study contributes to suspension scholarship as it considers the elementary school context and the role of race and gender in suspension decisions.
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Randolph, Marlayna A. "African American Women’s Perceived Barriers to the Position of High School Principal." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427224280.

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Carson, Dayanna Vontresea. "What are the Experiences of African American Female Principals in High-Poverty Urban Schools?" Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011826/.

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The purpose of this study was to explore the experiences of African American female principals serving in high-poverty urban schools. This study was warranted due to the growing number of African American female principal leaders in urban schools over the last 20 years. School leaders in urban school districts are expected to increase academic achievement, support district initiatives, and foster the development of urban communities. The study results will serve as a source of information to educators on similar journeys.
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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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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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Taylor, LaBotta. "A Multiple Case Study of Two African American Female Administrators in High Achieving Elementary Schools." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699960/.

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African American female principals typically lead low socioeconomic elementary schools. Administrators in predominately urban schools are familiar with the needs of minority students. Although Title I funds are provided from the national government via local educational agencies (LEAs), this money is normally not enough to keep up with technology integration and programs of more affluent schools. Therefore, African American female administrators rely on culture to develop meaningful relationships with students, teachers, and parents and makeup for any financial hardships, which may exist during the transformation of urban elementary schools. Limited research is available on academic success in urban schools. Over the years, much of the focus has been on failure of underperforming schools with minority students and leaders. Additionally, there is a lack of research on the leadership of African American female school leaders. Thus, it is important to study successful African American female role models in urban schools. The purpose of this study was to examine transformational leadership skills evident in African American female principals at high-achieving, urban elementary schools. What are the transformational leadership skills evident in two African American female principals who work in high-achieving urban elementary schools? It was assumed that African American female principals applied some or all of the skills of transformational leadership when leading in two different urban elementary school settings. Successful transformational leadership can be categorized under the following four components 1) charismatic leadership (or idealized influence, CL or II), 2) inspirational motivation (IM), 3) intellectual stimulation (IS), and 4) individualized consideration (IC) (Avolio, Bass, & Jung, 1997). Results showed that African American female elementary school leaders displayed all tenets of the transformational leadership theory while leading high achieving campuses. However, the transformational leadership theoy was missing a cultural component from its doctrine.
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Peters, April Lynette. "A case study of an African American female principal participating in an administrative leadership academy." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060955233.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xv, 274 p. Includes bibliographical references (p. 219-228). Available online via OhioLINK's ETD Center
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Roane, Tanya. "The Experiences of Young African American Women Principals." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/511.

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The purpose of this study was designed to gain an understanding of how young African American women principals experience the principalship. Three research questions were explored in this study: (a.) What are the pathways to the principalship for young African American women? (b.) How do African American women experience the principalship? (c.) What are the barriers that young African American women experience and what are their strategies for success? The researcher examined the day-to-day experiences faced by these women as they related to race, gender, and age challenges within the field of education. Using qualitative research with Black Feminist Standpoint theory as the theoretical framework, the study allowed these young female principals from Virginia to share their personal stories and struggles related to their experiences as principals. They participated in depth one-on-one, semistructured interviews and, as a follow-up, some participated in focus groups that contained open-ended questions. The findings indicated that these women rely on God, faith and family in their day-to-day work. Some of the women discussed the challenges that they face dealing with ageism, sexism and racism in the work place. Probing the reflections and experiences of these women will inform both research and practice, given their professional rise to principalship positions and their experiences once they attained the positions. It was crucial to add the voices of these women to existing literature because they bring a unique perspective to the practice of school leadership. Implications for this research include: college-bound students interested in school administration; university professors and school divisions interested in ways to support and provide professional development to these young leaders; feminist researchers; those interested in studying leadership theory and research, and aspiring and practicing principals interested in how African American principals support school improvement.
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Books on the topic "African American women school principals"

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McKinney-Whetstone, Diane. Blues dancing: A novel. W. Morrow, 1999.

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

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Monroe, Lorraine. Nothing's impossible: Leadership lessons from inside and outside the classroom. Times Books, 1997.

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Mullen, Carol A. Shifting to fit: The politics of black and white identity in school leadership. Information Age Publishing, 2014.

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

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Hairston, Tasha. Confessions of a former high school cheerleader! The author, 2000.

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

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

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Wells, Goldie F. (Goldie Frinks), interviewer, Southern Oral History Program, University of North Carolina at Chapel Hill. Documenting the American South (Project), and University of North Carolina at Chapel Hill. Library, eds. Oral history interview with Robert Winston, January 26, 1991: Interview M-0030, Southern Oral History Program Collection (#4007). University Library, UNC-Chapel Hill, 2007.

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

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Book chapters on the topic "African American women school principals"

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Harris, Deborah Carol Fields. "Unconscious Bias Towards African American Women in the Education Workforce." In Advances in Religious and Cultural Studies. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8532-0.ch002.

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The number of African American women who become school principals is low per national and local statistics. An unconscious bias towards African American women may have contributed to these low statistics. The process of applying for a school principal's position has not been consistent for over a century. It seems that for job openings in which the dominant culture is not African American, the likelihood of being the school principal is doubtful. Unveiling and examining these biases may lead to determining how to include more African American women in educational administration. This chapter will describe 10 African American women who encountered unconscious bias as they sought and procured public-school principalship.
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Brown, Jeannette E. "Chemists Who Work for the National Labs or Other Federal Agencies." In African American Women Chemists in the Modern Era. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190615178.003.0009.

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Dr. Patricia Carter Sluby (Fig. 5.1) is a primary patent examiner retired from the US Patent and Trademark Office and formerly a registered patent agent. She is also the author of three books about African American inventors and their patented inventions. Patricia’s father is William A. Carter Jr., and her mother is Thelma LaRoche Carter. Her father was the first black licensed master plumber in Richmond, VA, and his father also had the same distinction in Columbus, OH, years earlier. Her father was born in Philadelphia, PA, and attended college. Her grandfather went from Virginia to look for work in Canada and became a stonemason. Later he relocated back to the United States, where he soon married in Boston, MA, and several of his children were born there. Later, the family moved to Philadelphia where Patricia’s father was born. Her mother, who attended Hampton Institute, taught school and later managed the office for Patricia’s father’s business. Patricia’s mother was born and raised in Richmond, as were most of her maternal relatives. Patricia had three brothers. They were all born during segregation in Richmond, the former capital of the Confederacy. Patricia was born on February 15, in Richmond. She attended kindergarten through eighth grade in segregated schools that were within walking distance of home. In school, they studied from hand-me-down books, but her black teachers were well trained and well informed. They had bachelor’s degrees; some had master’s or even PhD degrees. To go to high school, Patricia took a city bus across to the east side of town, to the newly built school for black students, which incorporated eighth grade through twelfth grade. Her teachers were excellent instructors who lived in her neighborhood and knew her parents quite well. The teachers looked out for the neighborhood kids and acted as surrogate parents out­side the confines of the home. Teachers and principals were also great mentors, dedicated to their craft; they encouraged students to understand the world and function as responsible adults. Patricia excelled in science and math.
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Ramsey, Sonya Y. "Introduction." In Bertha Maxwell-Roddey. University Press of Florida, 2022. http://dx.doi.org/10.5744/florida/9780813069326.003.0001.

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Born in 1930, Charlotte educational activist Bertha Maxwell-Roddey personified the work of untold African American women leaders who utilized their positions as “firsts” to strategically forge new pathways to ensure that Black children, women, and families thrived after the collective presence of the civil rights marchers or the fiery rhetoric from Black Power activists faded from view after the 1970s. As a charismatic advocate, she embodied the concept of the modern-day race woman as a desegregation leader and one of the first Black women principals of a Charlotte white elementary school, as a forerunner of the Black Studies Movement as the founding director of UNC Charlotte’s Black Studies Program and as the founder of the National Council for Black Studies, as a Charlotte African American cultural institution builder, or as a servant-leader as the 20th National President of Delta Sigma Theta Sorority, Incorporated.
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Brown, Jeannette E. "Chemists Who Work in Academia." In African American Women Chemists in the Modern Era. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190615178.003.0007.

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Etta Gravely (Fig. 3.1) is a retired professor of chemistry and former head of the Department of Chemistry at North Carolina A&amp;T State University at Greensboro (North Carolina A&amp;T). Etta was born on August 30, 1939, in Alamance County, NC. Now the town of Green Level, it was then a rural community near Burlington. Most of the people there farmed, raising tobacco. Everyone had private gardens and Etta’s grandmother canned their food. The area where she went to school is still very rural; the school building is now the town hall. Etta’s mother was Kate Lee McBroom and her father Rufus Leith. Her mother, a homemaker, did general house cleaning for families. Her father had a high school degree, had served in the army during World War II, and worked as an orderly in a hospital. Etta is the only child of her mother, but her father had a son named Frederick Leith. Her brother went to Graham Central high school and upon graduation went into the army and subsequently died. Etta did not go to kindergarten because there was none. She started school in the first grade in a four-room school that had classes for grades one and two, three and four, five and six, and seven and eight. The principal was Mrs. Mary Holne, and there were three other teachers, each teaching two grades. Since Etta loved to read and liked to do school work, she skipped fourth grade and went on to fifth grade: fourth and third grade were taught in the same room, and when she completed her third- grade work she would do fourth-grade work. Her teachers probably had bachelor’s or master’s degrees in their subjects. Both Etta’s school and community were segregated; she went to school in 1945, before the Brown vs. Board of Education act, which was Supreme Court decision. When Etta graduated from the country school, she was bused to Pleasant Grove High School—for African American students, five miles from the high school for white students. The school taught grades one through twelve; the curriculum was the usual reading, writing, and arithmetic.
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Giesbert, Andreas. "Anna C. Brackett." In The Oxford Handbook of American and British Women Philosophers in the Nineteenth Century. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780197558898.013.9.

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Abstract This chapter presents the life and work of the nineteenth-century US American idealist Anna C. Brackett. As a philosopher, translator, school principal, and journalist, she was involved both practically and theoretically in the social changes of her time. Particularly concerned with the importance of education for achieving an equal standing for women in society, she applied a conception of a genderless mind in the tradition of Hegel and his disciple Rosenkranz. This practical adaption of Hegelian philosophy allowed her to deconstruct limitations based on gender but had troubling consequences when applied to the education of African-Americans and Native Americans. The article discusses both her arguments for the emancipation of women and her colonialist and paternalist concept of the education of marginalized cultures. It is argued that both consequences can be explained by a specific concept of mind (Geist) that can only be understood adequately in the context of German idealistic philosophy.
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Ramsey, Sonya Y. "“It Was like Putting Diapers on Gnats”." In Bertha Maxwell-Roddey. University Press of Florida, 2022. http://dx.doi.org/10.5744/florida/9780813069326.003.0003.

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After graduating from Johnson C. Smith University in 1954, Maxwell celebrated the promise of the Brown decision as she joined the faculty of segregated Alexander Street Elementary School. Mentored by her principal Jayne Hemphill and other Black women administrators, Maxwell formed the volunteer Charlotte Teachers Corps, a free summer enrichment program for children, which became a model for Head Start programs. This chapter discusses Maxwell’s peers, Charlotte Mecklenburg School’s (CMS) Kathleen Crosby and Elizabeth Randolph, as their careers become transformed by the War on Poverty and desegregation. After gaining the attention of CMS officials as the first Black person to receive a master’s degree in educational administration from UNC Greensboro in 1966, Maxwell led Morgan Elementary School as it closed as a part of desegregation plans. After encountering racism from parents and adoration from her students as the first African American principal of predominantly white Albemarle Elementary School, Maxwell left CMS.
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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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Brown, Jeannette. "Industry and Government Labs." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0009.

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Dr. Hopkins is one of the few American women to have held a doctorate in science and a license to practice before the U.S. Patent and Trademark Office. Her career included academia, industry, and government. Esther was born Esther Arvilla Harrison on September 16, 1926, in Stamford, Connecticut. She was the second of three children born to George Burgess Harrison and Esther Small Harrison. Her father was a chauffeur and sexton at a church, and her mother worked in domestic service. Neither of her parents had an advanced education. Her father had some high school education; her mother attended only primary school. However, both of her parents wanted to make sure their children had a good education. When Esther was three and a half years old, her mother took her along to register her older brother for school. Because Esther was taller than her brother, the teacher suggested that she take the test to start school. She passed the test and was able to start kindergarten at the age of three and a half! She and her brother went to school together all through elementary school. Boys and girls were separated in junior high school; in high school they remained separate but attended the same school. She decided in junior high school that she wanted to be a brain surgeon. This was because she met a woman doctor in Stamford who had an office in one of the buildings that her father cleaned. The woman was a physician and graduate of Boston University Medical School. Esther decided that she wanted to be just like her. Therefore, when Esther entered high school, she chose the college preparatory math and science track. She took as many science courses as possible in order to get into Boston University. She spent a lot of time at the local YWCA, becoming a volunteer youth leader. One speaker at a YWCA luncheon discouraged her from entering science and suggested that she become a hairdresser. Esther was hurt but not discouraged by this. She graduated from Stamford High School in 1943.
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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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Brown, Jeannette. "Marie Maynard Daly." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0007.

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Dr. Marie Maynard Daly was the first African American woman chemist to receive a PhD in chemistry. In addition, she was part of a research team that was working on the precursors to DNA . Marie was born Marie Maynard Daly on April 16, 1921, to Ivan C. Daly and Helen Page, the first of three children. Her father, who had emigrated from the West Indies, received a scholarship from Cornell University to study chemistry; however, he had to drop out because he could not pay his room and board, and he became a postal worker. Daly’s interest in science came from her father’s encouragement and the desire to live his dream.” He later encouraged his daughter to pursue his dream, even though she was a woman and had brothers who were twins. In the 1920s, as a result of the women’s suffrage movement, some women began to aspire to achievement in areas outside the domestic sphere. Marie’s mother encouraged reading and spent many hours reading to her and her brothers. Marie’s maternal grandfather had an extensive library, including books about scientists, such as The Microbe Hunters by Paul De Kruff; she read that book and many others like it. Growing up in Queens, one of the boroughs of New York City, she attended the local public school, where she excelled. She was able to attend Hunter College High School, an all girls’ school affiliated with Hunter College for women. Since this was a laboratory school for Hunter College, the faculty encouraged the girls to excel in their studies. Since Marie had an aptitude for science, the teachers there encouraged her to study college-level chemistry while still in high school. One of the many advantages of living in New York City during that time was that students who had good grades could enter one of the tuition-free colleges run by the City of New York. As a result, Daly enrolled in Queens College, then one of the newest institutions in the City College system, in Flushing, New York.
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Conference papers on the topic "African American women school principals"

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

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In May 2017, the AIA honored Paul R. Williams with a Gold Medal. At the ceremony, his granddaughter advocated for an architectural education that is more just throughout ethnicity and genders, a call that was stated fourteen years earlier by Melvin Mitchell when he noted that “black America is entering the twenty-first century with a shortage of […] black […] architects.” Unfortunately, Mitchell’s question of “what those […] missing black architects must do toward the furtherance of the cultural and socio-economic agenda of today’s Black America” has still to be fully answered. Though African Americans made up 13 percent of the total U.S. population, only 2 percent of licensed architects in the U.S. are African American. In 2007, African-American women made up a scant two-tenths of a percent of licensed architects in the U.S., for just 196 practitioners. It is important that “[black] schools … be at the forefront of establishing the theoretical as well as practical rapprochement between black architects and the Black America they were spawned from […]” The time to assess of the educational development in black schools has arrived. In Freire’s The Pedagogy of the Oppressed, education is a form of empowerment that liberates minorities from a standardized system of knowledge. The educator has to tailor the teaching experience through a deep understanding of the students. With this approach the educator can learn about the context the students live in, helping them visualize individual problems, advocating for their awareness and willingness to take a professional, creative and social stand. This approach is founded on the idea that real education implies a not hierarchical, horizontal relationship between the teacher and students, one that does not pour knowledge from teacher to students. As Freire says, “the teacher is no longer the one who teaches, but one who is taught in dialogue with students […]. They become responsible for a process in which [everyone] grow.” Developing Freire’s argument, we propose a relationship teacher – students that is circulation of knowledge between the teacher and the students, but also fellow students and communities. Education is carried on globally to prepare the learners to a reality that goes beyond their immediate surrounding. Following Freire’s pedagogical principles, schools of architecture need to focus on a different approach to education, one that leads to their enfranchisement. Education should reconnect these individuals to the environment they live in while, at the same time, give them the opportunity to move beyond the expected path of architectural education. The paper presents three sections, each with a theoretical description that frames the pedagogical approach and the critical analysis of the studio. The conclusion lays down the final outcomes and the further development of the research.
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Flowers, Deidre. "Recovering the Work of African American Women Private School Founders in New York City." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1886695.

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