Relevant bibliographies by topics / African American women school superintendents

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

Academic literature on the topic 'African American women school superintendents'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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

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Wiley, Kanisha, Rebecca Bustamante, Julia Ballenger, and Barbara Polnick. "African American Women Superintendents in Texas." Journal of School Administration Research and Development 2, no. 1 (2017): 18–24. http://dx.doi.org/10.32674/jsard.v2i1.1922.

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 School superintendents who are African American women are understudied. In this study, researchers explored the lived experiences of African American women superintendents in the state of Texas. The purpose of the study was to identify the challenges, supports, and personal background characteristics that participants believed influenced their ascension to superintendent positions. A phenomenological research approach was used, and data were collected through individual interviews with superintendent participants. Data were analyzed and interpret- ed using Moustakas’ (1994) phenomenological reduction approach. Three major themes emerged in the results: (a) desire to impact others at various levels, (b) sources of personal strength, and (c) external support systems. Subthemes were identified and described for each larger theme. Findings suggest a need to expose aspiring African American women administrators to the challenges and rewards of superintendent positions and increase mentorship opportunities and quality preparation programs.
 
 
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Katz, Susan J. "Border Crossing: A Black Woman Superintendent Builds Democratic Community in Unfamiliar Territory." Journal of School Leadership 22, no. 4 (2012): 771–88. http://dx.doi.org/10.1177/105268461202200405.

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Much of the earlier research on women in leadership has told the stories of White women. Since there are very low numbers of superintendents of color both male and female nationwide, there have been very few stories reported of women leaders of color (Brunner & Grogan, 2007). This article describes the leadership issues involved when one Black woman crossed a border (geographically and culturally) to lead a school district. Delia (pseudonym) became the first woman and the first person of color to lead a small suburban school district whose population was very different from what she was and what she knew. Delia was a participant in a study designed to investigate how women school superintendents promote and support social justice and democratic community building in their school districts. Six women participated in that study: three were African American, one was American Indian, and two were White. This article briefly describes that study and then focuses on Delia, one participant in it who took a risk to apply for her first superintendency in a district not far from her old district in miles but miles apart in population, ideology, and community values.
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Brown, Anita R. "The Recruitment and Retention of African American Women as Public School Superintendents." Journal of Black Studies 45, no. 6 (2014): 573–93. http://dx.doi.org/10.1177/0021934714542157.

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Osler II, James Edward, and Renita L. Webb. "An In�Depth Qualitative and Quantitative Analysis to Determine the Factors That Affect the Existence of African American Women Superintendents in the North Carolina K�12 Public School System." i-manager's Journal on School Educational Technology 10, no. 2 (2014): 17–40. http://dx.doi.org/10.26634/jsch.10.2.2970.

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Björk, Lars, John Keedy, and D. Keith Gurley. "Career Patterns of American Superintendents." Journal of School Leadership 13, no. 4 (2003): 406–27. http://dx.doi.org/10.1177/105268460301300404.

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Stemming from a nationwide survey of superintendents (Glass, Björk, & Brunner, 2000), this article dispels the myth that there is a crisis facing the American school superintendency. Though we note a slight increase in the median age of superintendents, most chief school executives are satisfied in their current positions and tend to stay longer and retire later than they did a decade ago. Further evidence suggests that career patterns and characteristics of women and people of color in the superintendency tend to differ from those of their White, male counterparts and that the underrepresentation of these populations within the field continues to be of concern. Recommendations for policy development, based upon empirically identified challenges in the field, rather than unfounded myths of crisis, are included.
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Pisapia, Michael Callaghan. "The Authority of Women in the Political Development of American Public Education, 1860–1930." Studies in American Political Development 24, no. 1 (2010): 24–56. http://dx.doi.org/10.1017/s0898588x09990113.

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Through a comparative historical analysis of the American states, I show how public education was the original policy field through which white American women became empowered as voters and political officials. Women's changing status within the education profession and “school suffrage” rights are an important and overlooked aspect of women's political history, and the rural orientation of state governments and women's increasing administrative authority as county superintendents and rural supervisors of education was pivotal to women's political empowerment. Women's authority, however, varied across regions and across states, with women's authority especially strong in Western states. I find that women in the field of public education were most empowered where there was a history of school suffrage rights, where administrative offices were elective rather than appointed, and where the power of the state superintendent of public instruction was weak. These findings suggest that democratic institutions, more than economic development or state capacity, were fundamental to women's increasing authority in the policy domain that commanded the largest share of state and local resources at the time.
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Duthely, Lunthita M., Jose A. Carugno, Cayla Y. Suthumphong, Erica B. Feldman, and JoNell E. Potter. "Vaginal Dysplasia and HIV: An African American and Caribbean American Cohort Study." Interdisciplinary Perspectives on Infectious Diseases 2019 (January 1, 2019): 1–7. http://dx.doi.org/10.1155/2019/6189837.

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Background. Vaginal cancer is a rare disease with poor clinical outcomes and limited therapeutic options. In the United States (US), minority women and older women are disproportionately diagnosed with late-stage vaginal cancer. Sociodemographic characteristics, risk behaviors, and cooccurring conditions are linked to vaginal intraepithelial neoplasia (VaIN). The diagnosis of VaIN is more prevalent among older women and women living with HIV (WLWH). The Caribbean basin has one of the highest rates of anogenital cancers in the Western Hemisphere. In the US, vaginal infections are more prevalent among Caribbean women, and these infections contribute to higher rates of Human Papilloma Virus (HPV). Given the high rate of anogenital cancers in the Caribbean and the high rates of HPV among Caribbean women in the US, we sought to describe the occurrence of VaIN in a cohort of Black non-Hispanic WLWH. The cohort was followed by an interdisciplinary team of providers with the University of Miami, Miller School of Medicine. Results. Caribbean Americans were living with HIV longer and more were uninsured; more African Americans endorsed cigarette and illicit substance use. Caribbean Americans trended towards the highest grades of VaIN (VaIN 2+) at baseline, but more African Americans progressed to VaIN 2+ in subsequent biopsies. Conclusion. In this cohort of Caribbean American and African American women living with HIV diagnosed with VaIN, Caribbean Americans had the highest grade of VaIN at baseline, but more African Americans progressed to more advanced stages of the disease.
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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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Kitano, Margie K. "Gifted Latina Women." Journal for the Education of the Gifted 21, no. 2 (1998): 131–59. http://dx.doi.org/10.1177/016235329802100202.

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This article presents an analysis of factors affecting the life-span achievement of 15 Latina women identified as gifted through a national retrospective study of high-achieving African American, Asian American, Latina, and White women. Content analyses of interview data from participants and “parent” informants were conducted to investigate questions concerning the characteristics these gifted Latina women displayed during their school years; family, community, and school contributions to their achievement; roles played by societal and institutional factors; and strategies employed by the women to reach their high levels of achievement. As children, participants displayed a range of characteristics; and more than half did not evidence their considerable potential through report-card grades. While some families and schools provided strong support of these women's achievements, others communicated ambivalent or low expectations. The majority of participants cited racial or gender bias as a major obstacle during the adult years. They responded to bias and other hardships with a strong determination to succeed. Implications are suggested for recognizing and supporting gifted potential in young Latina women during the school years.
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Dixson, Adrienne D. ""Let's Do This!"." Urban Education 38, no. 2 (2003): 217–35. http://dx.doi.org/10.1177/0042085902250482.

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Historically, African American teachers have been actively involved in political movements that sought to improve the material conditions of African Americans. More contemporary examinations of African American teachers' pedagogy and, in particular, African American women's pedagogy, have found that these teachers have a decidedly political mission to their teaching. Some researchers have described these teachers' pedagogy as culturally relevant. Notwithstanding, there is a growing body of research that seeks to highlight how Black women, in various contexts, have participated in political activities and how their participation is part of a Black feminist activist tradition. This article examines how contemporary African American women teachers continue the tradition of political involvement and situates their activities in a Black feminist activist tradition. The data are taken from a qualitative study of two African American women elementary school teachers. The findings reveal that among other things, the teachers' pedagogy was inherently political.
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Dissertations / Theses on the topic "African American women school superintendents"

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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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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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Gonzales, Irene. "Latinas aspiring to the superintendency : a portraiture study." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Spring2007/I_Gonzales_043007.pdf.

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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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Johnson, Donna. "Achieving success : A qualitative study of the school lives of high-achieving African American girls attending middle school in a suburban school district /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974862.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1996.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Josue M. Gozalez. Dissertation Committee: Thomas Sobol. Includes bibliographical references (leaves 221-238).
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Ugwu-Oju, Dympna. "Successful African-American women : influence of personal, family, community, and school factors in overcoming "at-risk" situations such as severe poverty, racism, welfare dependency, teen motherhood, and hostile school and community environments /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2005. http://uclibs.org/PID/11984.

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Thesis (Ed. D.)--University of California, Davis, 2005.<br>Degree granted in Educational Leadership. Joint doctoral program with California State University, Fresno. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses)
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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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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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Books on the topic "African American women school superintendents"

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

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

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

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Kelso, Richard. Building a dream: Mary Bethune's school. Edited by Heller Debbie ill. Raintree Steck-Vaughn, 1993.

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Teach the nation: Public school, racial uplift, and women's writing in the 1890's. Routledge, 2003.

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The woods afire: The memories of a Georgia teacher before and after desegregation. Regent Press, 1996.

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Harvey, Eunice Cason. Florida, state of my birth, Pompano Beach, my hometown: A pictorial storybook. Dorrance Pub. Co., 2011.

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Seven days in the life of Divine. Custom Books, 2008.

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Charlotte Hawkins Brown: One woman's dream. Bandit Books, 1995.

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Alexander, Elizabeth. Miss Crandall's school for young ladies and little misses of color: Poems. Wordsong, 2007.

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

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

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Brown, Jeannette. "My Story." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0012.

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Jeannette Brown’s career has included accomplishments in industry, academia, and publishing. Her claim to fame is working in two different pharmaceutical firms, where she was able to contribute her skill to the research teams who produced several marketable drugs. She was also able to mentor minorities to encourage them to enter the field of chemistry, both as part of a corporate effort and as a volunteer. Jeannette Brown was born May 13, 1934, in Fordham Hospital in the Bronx, New York. She was the only child of Ada May Fox and Freddie Brown. She was born in the middle of the Depression, and times were tough. Her father worked a number of jobs in order to feed his family, including shining shoes on the street. Finally, when Jeannette was five, her father got a job as a superintendent in a building in the Washington Heights section of Manhattan. This section of Manhattan was just becoming a home for middle-class blacks moving up from Harlem. Since her father was a super, he had a basement apartment in the building. One of the tenants in the house was Dr. Arthur Logan, who became Jeannette’s doctor when she became very ill. Jeannette was in and out of the hospital many times, and she remembers asking Dr. Logan how she could become a doctor. He told her that she would have to study science. Jeannette was only five or six at the time, but that conversation impressed her and she immediately decided to become a scientist. When Jeannette started school at the age of six, she went to the neighborhood public school, which all children did at the time. The children in the school were mostly black, and some of them taunted her because she was interested in being a good student. Her father decided that the only way that she was going to get a good education was for him to try to get a job as a superintendent in a white neighborhood so that Jeannette could go to the mostly white schools.
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Brown, Jeannette E. "Chemists Who Work in Industry." In African American Women Chemists in the Modern Era. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190615178.003.0006.

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Dr. Dorothy J. Phillips (Fig. 2.1) is a retired industrial chemist and a member of the Board of Directors of the ACS. Dorothy Jean Wingfield was born in Nashville, Tennessee on July 27, 1945, the third of eight children, five girls and three boys. She was the second girl and is very close to her older sister. Dorothy grew up in a multi- generational home as both her grandmothers often lived with them. Her father, Reverend Robert Cam Wingfield Sr., born in 1905, was a porter at the Greyhound Bus station and went to school in the evenings after he was called to the ministry. He was very active in his church as the superintendent of the Sunday school; he became a pastor after receiving an associate’s degree in theology and pastoral studies from the American Baptist Theological Seminary. Her mother, Rebecca Cooper Wingfield, occasionally did domestic work. On these occasions, Dorothy’s maternal grandmother would take care of the children. Dorothy’s mother was also very active in civic and school activities, attending the local meetings and conferences of the segregated Parent Teachers Association (PTA) called the Negro Parent Teachers Association or Colored PTA. For that reason, she was frequently at the schools to talk with her children’s teachers. She also worked on a social issue with the city to move people out of the dilapidated slum housing near the Capitol. The town built government subsidized housing to relocate people from homes which did not have indoor toilets and electricity. She was also active in her Baptist church as a Mother, or Deaconess, counseling young women, especially about her role as the minister’s wife. When Dorothy went to school in 1951, Nashville schools were segregated and African American children went to the schools in their neighborhoods. But Dorothy’s elementary, junior high, and high schools were segregated even though the family lived in a predominately white neighborhood. This was because around 1956, and after Rosa Park’s bus boycott in Montgomery, AL, her father, like other ministers, became more active in civil rights and one of his actions was to move to a predominately white neighborhood.
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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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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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Brown, Jeannette. "From Academia to Board Room and Science Policy." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0010.

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Reatha Clark King is a woman who began life in rural Georgia and rose to become a chemist, a college president, and vice president of a major corporate foundation. Reatha Belle Clark was born in Pavo, Georgia, on April 11, 1938, the second of three daughters born to Willie and Ola Watts Clark Campbell. Her mother Ola had a third grade education and her father Willie was illiterate. Her families were sharecroppers in Pavo. Her mother and grandmother raised her in Moultrie, Georgia, after her parents separated when she was young. She and her sisters worked long hours in the cotton and tobacco field during the summer to raise money. She could pick 200 pounds of cotton a day and earn $6.00, which was more than her mother’s salary as a maid. 1 In the 1940s in the rural segregated South, the only career aspirations for young black girls were to become a hairdresser, a teacher, or a nurse. Reatha started school at the age of four in the one-room schoolhouse at Mt. Zion Baptist Church. Still more than a decade before Brown v. Board of Education , Reatha’s schools were segregated. The teacher, Miss Florence Frazier, became Reatha’s first role model. Reatha said, “I never wondered if I could succeed in a subject. It was only a question of whether I wanted to study the subject.” She later attended the segregated Moutrie High School for Negro Youth. Despite missing much school to attend to fieldwork, Reatha maintained her studies. She graduated in 1954 as the valedictorian of her class. Reatha received a scholarship to enter Clark College in September 1954, originally planning to major in home economics and teach in her local high school. These plans changed after her first chemistry course with Alfred Spriggs, the chemistry professor. He encouraged her to major in chemistry and go to graduate school. She found that chemistry was the perfect major for her. She says, “Both the subject matter and methodology were interesting and challenging; the laboratory and lecture sessions were exciting; and my fellow students in chemistry were both serious students and fun to work with.”
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Brown, Jeannette. "Chemical Engineers." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0011.

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Dr. Lilia Abron is an engineer, an entrepreneur, mother, and activist who works twelve-hour days. She is another true Renaissance woman. Lilia was born at home in Memphis, Tennessee, on March 8, 1945. She was small, premature, and almost did not survive were it not for her aunt, who rushed her to the hospital in a cab because ambulances were not available to black people at the time. She was the second of four daughters of Ernest Buford Abron and Bernice Wise Abron, who were both educators. Both of her parents had attended LeMyone College. Her father entered college and played football. Because of an injury he was ineligible to serve in the military in World War II. He then worked as a Pullman porter, because his father had been a Pullman porter. After the war, when the trains were not as popular, he became a teacher in the Memphis public schools. Lilia’s mother and father were very active during the civil rights era. Lilia’s mother was from Arkansas; and she typed the briefs for Wiley Branton, defense attorney for the Little Rock Nine, the group that integrated Central High School in Little Rock, Arkansas. Because Lilia’s parents were active in Memphis society, Lilia was involved in programs that included the Girl Scouts and the church. She went to public school in Memphis, Tennessee. In 1957, the Soviet Union launched Sputnik, which led the United States to improve math and science education. The school system tracked each student’s education, even in the segregated schools. Therefore, Lilia was placed in the math and science track. This meant she participated in a science fair, which was held at Lemoyne College. In addition, she had to prepare other science projects. Her segregated schools were well equipped for science teaching. In addition to well-stocked labs, the Memphis high school that she attended offered higher-level mathematics, including algebra and introduction to calculus. She graduated from high school in Memphis and decided to go to college with the intention of studying medicine, which was the one of the few occupations available to black people at the time.
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8

Rodriguez, Sonia. "Latina Efficacy." In Research Anthology on Challenges for Women in Leadership Roles. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8592-4.ch028.

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School systems are notorious for resisting change and this causes moral and ethical dilemmas for those seeking equality within these settings. The primary barrier to current social movements is often the weariness of school organizations. Leaders who are tired of seeing the inequality in schools become the voice of change. Their mission is to make a difference, but ethical dilemmas may heighten when confronting social injustice within school systems. Although the Hispanic enrollment is schools has increased, Latina leadership remains unnoticed, and Latina superintendents are underrepresented in the superintendency. This chapter focuses exclusively on Mexican American female superintendents and portrays their ethical dilemmas while leading schools in what some may consider challenging school districts. There are distinct patterns in the types of school districts that Mexican American female superintendents choose to lead and they demonstrate a personal drive and commitment for improving educational opportunities for all children, regardless of social economic status and ethnicity.
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9

Brown, Jeannette. "Chemical Educators." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0008.

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Johnnie Hines Watts Prothro was one of the first African American women scientists and researchers in the field of food chemistry and nutrition. Having grown up in the segregated American South, Dr. Protho became particularly interested in promoting healthy nutrition and diets for African Americans. Johnnie Hines Watts was born on February 28, 1922, in Atlanta, Georgia, in the segregated South. Her parents emphasized the importance of an education and she graduated from high school at the age of fifteen. She enrolled in the historically black Spelman College in Atlanta as a commuter student and received a BS degree with honors in Home Economics from Spelman in 1941. Following her graduation, she obtained a position as a teacher of foods and nutrition—the usual career path for African American women who earned bachelor’s degrees in science during the Jim Crow era—at Atlanta’s all-black Booker T. Washington High School. Watts taught at Booker T. Washington High School from 1941 to 1945, then moved to New York City to attend Columbia University, from which she received her MS degree in 1946. Armed with her master’s degree, Watts became an instructor of chemistry at a historically black Southern University in Baton Rouge, Louisiana. She worked there during the 1946–1947 academic year before deciding to pursue a PhD. Watts enrolled in the University of Chicago after researching the doctoral offerings of several universities. She was the recipient of a number of scholarships and awards at the University of Chicago. Among the awards were the Laverne Noyes Scholarship (1948–1950), the Evaporated Milk Association Award (1950–1951), the Borden Award from the American Home Economics Association (1950– 1951), and a research assistantship (1951–1952). Watts married Charles E. Prothro in 1949. It is said that they met in Connecticut, but this is not clearly documented. Watts Prothro received her PhD from the University of Chicago in 1952. Her dissertation title is “The Relation of the Rates of Inactivation of Peroxidase, Catecholase, and Ascorbase to the Oxidation of Ascorbic Acid in Vegetables.”
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Brown, Jeannette. "Next Steps." In African American Women Chemists. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199742882.003.0013.

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This book covers the stories of African American women chemists who entered the field before the civil rights era or shortly thereafter. The women in this book were swimming against the tide. They chose to enter a career in which they were among the first persons of their gender and race. There are many young American women currently active in the profession of chemistry. Young girls are still interested in becoming scientists; however, they still have to fight to make sure they receive a good education in science. This need for good education is discussed in a book titled, Swimming against the Tide: African American Girls and Science Education, by Dr. Sandra L Hanson. Dr. Hanson studied young African American girls in high school and their attitudes toward science, which has traditionally been a male profession. One of Dr. Hanson’s conclusions is that these young girls had never seen a role model, African American women chemists, either in books or in person. She also discovered that the young women were still interested in science, even though they received little encouragement from their teachers. Dr. Hanson found that the parents of the girls encouraged their interest in science, with mothers being their biggest cheerleaders. Dr. Hanson would like to see more science teachers encourage young African American girls to study science. One of the women in this book, Allene Johnson, served as a high school chemistry teacher and made a career both of mentoring science teachers and of encouraging African Americans, both male and female, to enter careers in chemistry. Most of the other women in this book also have mentored women who wanted to become chemists either in academia or in industry. What resources are available to young people if they are interested in chemistry as a career? There are many organizations that are focused on careers in chemistry. The major one is the American Chemical Society (ACS). However, one should first consider this question: What is chemistry? Chemistry is a varied profession.
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