Relevant bibliographies by topics / Black school leadership

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

Academic literature on the topic 'Black school leadership'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Black school leadership"

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Harris, Pamela N., Marquita S. Hockaday, and Marcia H. McCall. "Black Girls Matter." Professional School Counseling 21, no. 1b (2017): 2156759X1877359. http://dx.doi.org/10.1177/2156759x18773595.

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Servant leadership may serve as a framework for school counselors to meet the needs of Black female students. Through mixed methodology research, the authors examined comparisons between school counselor and servant leadership frameworks. They also investigated the leadership experiences of seven practicing school counselors when serving Black female students. Findings emphasize both similarities and differences between school counselor leadership and servant leadership characteristics. This article provides implications for practice, training, and future research.
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Maylor, Uvanney. "Black supplementary school leaders: Community leadership strategies for successful schools." Management in Education 34, no. 4 (2020): 132–40. http://dx.doi.org/10.1177/0892020620949543.

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Long established in the United Kingdom, Black supplementary schools are valued by Black parents for their ability to nurture the academic potential of Black students and achieve positive educational outcomes where mainstream schools sometimes fail. Through exploratory qualitative interviews conducted with a small group of African-Caribbean supplementary school leaders, this article seeks to understand Black supplementary school leaders’ perceptions of educational leadership and supplementary school success. Utilising Yosso’s perspective on ‘community cultural wealth’, in particular the ways in
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Miller, Paul, and Christine Callender. "Black leaders matter." Journal for Multicultural Education 12, no. 2 (2018): 183–96. http://dx.doi.org/10.1108/jme-12-2016-0063.

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Purpose The purpose of this study is to evaluate factors that contribute to black male school leaders’ career progression and sustenance within the teaching profession. This, because the progression of black and minority ethnic (BME) teachers in Britain has been the subject of much debate. Fewer BME teachers are in leadership roles in education, and there are only 230 BME headteachers of approximately 24,000 primary and secondary headteachers. Design/methodology/approach The headteachers’ professional lives are explored through the lenses of critical race theory and interpretivism. In doing so
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Arnold, Noelle Witherspoon, and Andre Brown. "Black school, white school: racism and educational (mis)leadership." International Journal of Qualitative Studies in Education 28, no. 7 (2015): 868–71. http://dx.doi.org/10.1080/09518398.2015.1037376.

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Watson, Terri N., and Gwendolyn S. Baxley. "Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork." Journal of School Leadership 31, no. 1-2 (2021): 142–57. http://dx.doi.org/10.1177/1052684621993085.

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Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While
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Aaron, Tiffany S. "Black Women: Perceptions and Enactments of Leadership." Journal of School Leadership 30, no. 2 (2019): 146–65. http://dx.doi.org/10.1177/1052684619871020.

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This critical in-depth interview study examined four Black women principals’ perceptions, descriptions, and enactments of school leadership as it relates to their intersectional identities as being both Black and women. The tenets of Black feminist epistemology and the theory of intersectionality form the conceptual framework of this study. Research demonstrates that Black women leaders’ multiplicative identity as Black and women influences their experiences and perceptions of leadership. The principals’ perceptions of school leadership developed into several categories and two themes: student
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Smit, Brigitte. "A Narrative Inquiry into Rural School Leadership in South Africa." Qualitative Research in Education 6, no. 1 (2017): 1. http://dx.doi.org/10.17583/qre.2017.2276.

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This article attends to rural school leadership in two South African schools through the lens of the concepts of relational leadership and emotional labour. The inquiry draws on five years of guided conversations and observations that speak to leadership experiences of hope and anticipation as well as despair and disillusionment. I worked with one black male principal and one black female school principal from two rural schools in South Africa. Over time, the tone of their narratives changed from hope to hopelessness and resignation. The findings spoke to how commitment and care were overcome
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Johnson, Lauri, and Rosemary Campbell-Stephens. "Investing in Diversity in London Schools: Leadership Preparation for Black and Global Majority Educators." Urban Education 45, no. 6 (2010): 840–70. http://dx.doi.org/10.1177/0042085910384353.

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This article traces the historical roots, describes the philosophy and curriculum, and analyzes the approach to leadership in Investing in Diversity, a 1-year Black-led leadership development course in the London schools. An exploratory qualitative case study approach was used to collect historical and empirical data about the program over a 2-year period (2008—2010). Findings from selected survey data indicated that the leadership course enhanced self-confidence, provided role models, and was perceived as “empowering” by both participants and instructors. Interviews with four Black and Global
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Henfield, Malik S., Ahmad R. Washington, Lisa De La Rue, and Janice A. Byrd. "Black Male School Counselor Educator Contextual Explorations in Leadership." Professional School Counseling 21, no. 1b (2017): 2156759X1877359. http://dx.doi.org/10.1177/2156759x18773591.

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The counseling profession has seen an increase in research exploring counselor educators’ professional identity development. Leadership skills are noted in the Council for Accreditation of Counseling and Related Educational Programs standards as an important part of a school counselor’s identity, but scholars have paid less attention to leadership identity development for counselor educators. This lack of emphasis in the literature is even more evident when considering the leadership development of racial and ethnic minority counselor educators in school counseling programs. This article explo
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Smith, Phillip A. "Black Male School Leaders: Protectors and Defenders of Children, Community, Culture, and Village." Journal of School Leadership 31, no. 1-2 (2021): 29–49. http://dx.doi.org/10.1177/1052684621993051.

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This study explored the ways in which the race-gendered identities and lived experiences of Black male K-12 public and independent school leaders inform their leadership in support of students, community, and village. The study draws from critical theories and perspectives, including a framework of Black Masculine Caring (BMC), critical race theory, culturally relevant and responsive leadership, leadership for social justice, and their relationship to and with a theory of Black male school leadership. The qualitative study used survey, phenomenological, and visual elicitation methods to examin
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Dissertations / Theses on the topic "Black school leadership"

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Eweka, Edosa Ulamén. "School leadership aspirations of black and minority ethnic teachers." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/29354/.

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Studies investigating the career progression of BME teachers identify institutionalised discrimination, social inequality and unfavourable school practices as forces militating against the realisation of their school leadership aspirations. This study adds to this discourse by exploring some mediating forces, shaped by life history, beliefs, values, and workplace reactions, in the realisation of school leadership aspirations. In this regard, this research explores issues relating to the leadership roles a group of BME teachers conceive for themselves and their perceptions of success; the balan
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Smith, Jasmine Canady. "A study of the perceived leadership ability of black high school principals." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2007. http://digitalcommons.auctr.edu/dissertations/2375.

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This study examined the same variables from, A Study of the Leadership Ability of Negro High School Principals (Hatch, 1964), in order to identify perceptions of effective leadership from principals and teachers concerning the behavior of principals. Teachers' and principals' perceptions of the leadership ability of black high school principals were investigated to determine the extent to which those perceptions varied according to their race, gender, educational level, and years of working with the principal. The participants in this mixed-method study consisted of 5 principals and 83 teacher
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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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Shabazz, Hanifah. "A case study of an independent black school: implications for developing a culturally sensitive assessment model." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1998. http://digitalcommons.auctr.edu/dissertations/2352.

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The twofold purpose of this study was to assess the effectiveness of an independent Black school in meeting the developmental needs of its students and to consider the implications for developing a more culturally sensitive model for evaluation. The single case study research design was selected for this study. Interviews, participant-observation, document review, and a parental involvement questionnaire were the four major techniques for collecting data. Triangulation was the method used to address the validity and credibility of the findings. Based on the research findings, this study conclu
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Bailey-Morrissey, Claudette. "An exploration of the lived experiences of black women secondary school leaders." Thesis, University of Roehampton, 2016. https://pure.roehampton.ac.uk/portal/en/studentthesis/an-exploration-of-the-lived-experiences-of-black-women-secondary-school-leaders(bdee800d-5551-43b8-8eff-7199a6231083).html.

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This research study investigates the lived experiences of eight Black women senior secondary school leaders (hereafter referred to as Black women senior leaders) so as to elucidate their understanding, perceptions and experiences of senior leadership. Educational reform has taken place in England during the Thatcher, Major, New Labour and Coalition governments, leading to significant changes in secondary schools in England. These changes have resulted in new leadership roles, challenges and high levels of accountability. Moreover, the role of headteachers and senior leaders have been widely re
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Sanders, Douglass M. Jr. ""Rock the mic!" the influence of hip-hop culture on black boys' attitude in school: a critical ethnography." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/446.

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Hip-Hop educational research is critical to understanding the plight of black boys in public schools throughout the United States. This qualitative inquiry fills a void in the research literature that often fails to include the emic perspectives of the participants involved. To confront the challenges black male youth face in school studies that capture their salient voices about lived-experiences are crucial. Nonetheless, this critical ethnography provides a praxis for educational practitioners to use to gain valuable insight into the minds of school age black males. This study contributes to
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Johnson, Jaime Mecholle. "Life in Balance: The Work-Life Balance Stories of Black Female School Leaders." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2529.

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The purpose of this study is to examine the work-life balance experiences of Black females school leaders. Due to the inherent intersectionality of race and gender that is experienced by Black females, a study of their unique experiences with work-life balance is valuable to the field of educational leadership. The responsibilities associated with school leadership positions are extensive and those school leaders who also have spouses and children must figure out a way to fulfill responsibilities associated with each role. Work-life balance is important to understand for school leaders whose c
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Grubbs, Corey D. "The Lived Experiences of Black Male Principals in Urban Settings." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1620381314626989.

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Allen, Julia G. G. "The Extent to Which the School Leader Makes Efforts to Close Black Male Achievement Gaps that Promote Reconciliation of Value Differences within the School Organization." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10258323.

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<p> As a society, America has struggled to resolve some deep-seated differences over values. These differences are most visible and divisive in the historical White-Black dichotomy. In the realm of education, the Black male achievement gap is a vivid reminder of this previously legalized oppressor-oppressed relationship. </p><p> The Black male achievement gap is a particularly unique phenomenon in that Black male students surpass every other racial and gender category in educational achievement gaps (NCES, 2013a, 2013b, 2014a, 2014b; NAEP, 2011, 2013). This phenomenon is well-known and well
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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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Books on the topic "Black school leadership"

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

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

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National Alliance of Black School Educators. Task Force on the Educational Development Plan. Blueprint for leadership: The mission, the model : a report of the National Alliance of Black School Educators, Inc., Task Force on the Educational Development Plan. NABSE, 1987.

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Arnold, Noelle Witherspoon. Ordinary Theologies: Religio-Spirituality and the Leadership of Black Female Principals. Lang Publishing, Incorporated, Peter, 2014.

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Arnold, Noelle Witherspoon. Ordinary Theologies: Religio-Spirituality and the Leadership of Black Female Principals. Lang Publishing, Incorporated, Peter, 2014.

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Walker, Vanessa Siddle. Hello Professor: A Black Principal and Professional Leadership in the Segregated South. The University of North Carolina Press, 2009.

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Hello Professor: A Black Principal and Professional Leadership in the Segregated South. University of North Carolina Press, 2009.

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Walker, Vanessa Siddle. Hello Professor: A Black Principal and Professional Leadership in the Segregated South. University of North Carolina Press, 2009.

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Crisis of Leadership and the Role of Citizens in Black America: Leaders of the New School. Lexington Books/Fortress Academic, 2016.

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Book chapters on the topic "Black school leadership"

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Moorosi, Pontso, Kay Fuller, and Elizabeth C. Reilly. "A Comparative Analysis of Intersections of Gender and Race Among Black Female School Leaders in South Africa, United Kingdom and the United States." In Cultures of Educational Leadership. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58567-7_4.

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Rogers-Ard, Rachelle, and Christopher B. Knaus. "Black Leadership within Anti-Black Schools." In Black Educational Leadership. Routledge, 2020. http://dx.doi.org/10.4324/9781003029960-2.

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Khabbaz, Tashina L., Ariel Otruba, and Heather Evans. "Black Bodies and the Role of Schools in Sex Trafficking Prevention." 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_113-1.

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Fenwick, Leslie T., and Chike Akua. "African American Male Teachers and the School Leadership Pipeline: Why More of These Best and Brightest are not Principals and Superintendents." In Black Male Teachers. Emerald Group Publishing Limited, 2013. http://dx.doi.org/10.1108/s2051-2317(2013)0000001021.

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Lehner, Edward, and John R. Ziegler. "Re-Conceptualizing Race in New York City's High School Social Studies Classrooms." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch002.

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In New York State Public Schools, social studies education centers on employing interdisciplinary approaches to help students learn civic values and historical events. Increasingly, due in no small part to the influence of popular culture, social studies education research is making fewer distinctions about racial and ethnic identities. Following some trends in the larger academic community, more of the research in social studies education categorizes ethnically and religiously diverse European and African groups into the narrow categories of White or Black. This practice of flattening diverse European and African groups into current day race frameworks can be problematic when teaching high school social studies, particularly in highly diverse urban centers, because it perpetuates binary racial constructions that both are rooted in the historical fallacy of presentism and tend to contradict the students' ontological realities.
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Adkins-Sharif, Jamel. "A Black Principal's Decolonizing Journey for Racial Justice." In Black and Brown Leadership and the Promotion of Change in an Era of Social Unrest. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7235-1.ch012.

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This chapter is a critical autoethnographic analysis of a Black male school leader enacting racial and social justice in his school improvement efforts. A reflexive dialogue between dissertation research findings and related leadership experiences seek to extricate the colonial structure of public education and the colonizing intent of schooling as experienced by a Black principal and the communities of color from which his students and caregivers derive. Three dynamics are identified as oppressive: white moves towards Black domination, white privilege, and intersecting oppressions. Three decolonizing acts are highlighted: centering of racial justice, catalyzing critical community consciousness and agency, and dismantling intersecting oppressions through counter narration.
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Jean-Charles, Alex. "From Video Surveillance to Video Narratives." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1766-6.ch002.

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This chapter examines the experience of young black males with video surveillance as a technology of oppression and video narratives as a technology of liberation. Foucault's work on power relations and Baudrillard's works on media simulation are used as a framework of analysis to examine (1) the “truths” that characterize the sphere of discourse that favors the use of security surveillance technology to control school violence; (2) the ways such regimes of power act to shape the consciousness and identity of poor, urban, young black male students; and (3) the ways the technology, as an expression of a panopticon technique, acts to shape the phenomenological experience of place for students. In addition, media and the portrayal of Black males are explored through classical Western literature.
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Toma, Michelle Jeanette. "Mass Media's Negative Narratives." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-5200-1.ch010.

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The purpose of this chapter is to explore the secondary psycho-sociological trauma like school shootings on students' self-identity and academic success. School shootings' endless highlight reels challenge critical analysis skills for validated information, proper context, and navigating societal ills. Students' social concepts and social engagement contend for proper development with the plethora of unsubstantiated mass media news stories. This chapter establishes a conceptual framework toward teacher counternarrative social capital shaping student resiliency as students deal with mass media's psycho-sociological secondary trauma through the lens of young Black males. These findings have implications for how researchers approach the impact that mass media depictions of school shootings can have on students. This chapter concludes with a discussion of how educators should respond to mass media negative narratives like school shootings to support social-identity development and proper perspectives of societal ills.
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Brown, Sidney L. "A Case Study of Strategic Leadership and Research in Practice." In Encyclopedia of Strategic Leadership and Management. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch086.

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This chapter was developed to review the strategies of leadership preparation programs from two different institutions, one a Historically Black College/University (HBCU), and the other a Predominately White University (PWI) to explore the experiences of relationship building among the State Department of Education, the state legislature, local education agencies, school principals, graduate candidates, university faculty, two schools of education, and the Southern Regional Education Board (SREB) for the purpose of drawing implications for strengthening the training of school leaders. The focus is on a State Department of Education requirement that all seventeen Principal Preparation Programs re-designed their policies and procedures to meet new state standards of best practices adopted from consultation with the SREB. The final project was a designated SREB award (commendation) winning re-designed principal preparation internship program at the HBCU. The four key themes as descriptors of relationships between the two participating institutions: collaboration (subthemes include role definitions and interdependence), communication (subthemes include mentors' dispositions and power imbalance), creativity (subthemes include systems barriers and candidate placement), and critical thinking (subthemes include faculty qualifications and financial burdens). One critical factor that prevails throughout the literature and practical application is that designing and implementing excellent principal preparation/educational administrator programs is an international priority.
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Ellis, Reginald K. "The Emergence of a Black Leader during the Age of Jim Crow and Black Racial Uplift in North Carolina." In Between Washington and Du Bois. University Press of Florida, 2017. http://dx.doi.org/10.5744/florida/9780813056609.003.0002.

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This chapter focuses on Shepard’s early education and career as a druggist, tax collector, cofounder of the North Carolina Mutual Life Insurance Company, and superintendent of the International Sunday School Association. I also emphasize his “radical” approach to race relations in Durham at the turn of the twentieth century. By investigating these topics, I develop a clearer understanding of Shepard’s style of leadership as the eventual president of the North Carolina College for Negroes (NCC).
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