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Articles de revues sur le sujet « Black school leadership »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 2 février 2022

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1

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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Peters, April L., and Angel Miles Nash. "I’m Every Woman: Advancing the Intersectional Leadership of Black Women School Leaders as Anti-Racist Praxis." Journal of School Leadership 31, no. 1-2 (2021): 7–28. http://dx.doi.org/10.1177/1052684621992759.

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The rallying, clarion call to #SayHerName has prompted the United States to intentionally include the lives, voices, struggles, and contributions of Black women and countless others of her ilk who have suffered and strived in the midst of anti-Black racism. To advance a leadership framework that is rooted in the historicity of brilliance embodied in Black women’s educational leadership, and their proclivity for resisting oppression, we expand on intersectional leadership. We develop this expansion along three dimensions of research centering Black women’s leadership: the historical foundation

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Bass, Lisa, and Kendrick Alston. "Black Masculine Caring and the Dilemma faced by Black Male Leaders." Journal of School Leadership 28, no. 6 (2018): 772–87. http://dx.doi.org/10.1177/105268461802800604.

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The status of Black males in schools and society continues to be concerning, as Black males appear to fall behind other groups in almost every arena, particularly educationally, socially, and professionally. Yet despite their social standing, Black male administrators are often placed in, and have taken on, the charge to serve in high need schools where they oversee the education of Black males and other disadvantaged students. Therefore, there are many Black male students who have Black male administrators. This places them in a position to make a difference in lives of the Black male student

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Moorosi, Pontso, Kay Fuller, and Elizabeth Reilly. "Leadership and intersectionality." Management in Education 32, no. 4 (2018): 152–59. http://dx.doi.org/10.1177/0892020618791006.

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Using intersectionality theory, the article presents constructions of successful leadership by three Black women school principals in three different contexts: England, South Africa and the United States. The article is premised on the overall shortage of literature on Black women in educational leadership, which leaves Black women’s experiences on the periphery even in contexts where they are in the majority. Through a life-history approach, we interviewed three Black women leaders on their experiences of gender and race in constructing success in leadership, and used intersectionality theory

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Brooks, Jeffrey S., and Gaetane Jean‐Marie. "Black leadership, white leadership: race and race relations in an urban high school." Journal of Educational Administration 45, no. 6 (2007): 756–68. http://dx.doi.org/10.1108/09578230710829928.

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Domey, Natalie. "Stepping Up to Leadership." LEARNing Landscapes 1, no. 2 (2008): 169–72. http://dx.doi.org/10.36510/learnland.v1i2.262.

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The author shares how her role as leader of Black History Club and the United Cultures Club in her secondary school has helped to shape her understanding of leadership. Through the lenses of "stepping up" and "pushing back," she shows how she has come to a deeper understanding of the role of vision, perseverance, resilience, and delegation in leadership initiatives and, further, how these experiences have benefited her in ways that extend beyond leadership of school clubs.

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Levy, Rachel A., Stefanie Salamon Hudson, Carolyn Null Waters, and Katherine Cumings Mansfield. "What’s in a Name? The Confluence of Confederate Symbolism and the Disparate Experiences of African American Students in a Central Virginia High School." Journal of Cases in Educational Leadership 20, no. 2 (2017): 105–30. http://dx.doi.org/10.1177/1555458917692832.

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In 2015-2016, news stories from Charleston, South Carolina, and the University of Missouri, among others, motivated and inspired many people to organize against assaults on the Black community generally and Black students in particular. Similarly, Black students at Robert E. Lee High School in Virginia have come together around what they perceive as racist symbolism and inequitable educational policies and practices. The Black student leaders at Robert E. Lee High School have presented their school principal with a list of demands. Meanwhile, the school’s football and basketball teams, The Reb

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Tillman, Linda C. "The Scholarship of Dr. Asa G. Hilliard, III: Implications for Black Principal Leadership." Review of Educational Research 78, no. 3 (2008): 589–607. http://dx.doi.org/10.3102/0034654308321454.

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For over 40 years the scholarship of Dr. Asa G. Hilliard has impacted the fields of educational psychology, testing and measurement, teacher education, and African and African American history. Dr. Hilliard was also concerned about school leadership, and much of his work is closely aligned with current discussions about school reform and accountability as they relate to effective school leadership. The purpose of this article is to present a review of a selected body of Dr. Hilliard’s scholarship, and to situate this work in the context of African American principal leadership and the educatio

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Wilson, Camille, and Lauri Johnson. "Black Educational Activism for Community Empowerment: International Leadership Perspectives." International Journal of Multicultural Education 17, no. 1 (2015): 102. http://dx.doi.org/10.18251/ijme.v17i1.963.

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This article discusses themes emerging from studies of Black educational activism conducted in London, Toronto, and Detroit. A critical meta-analysis reveals that Black educational activists resist racism and other forms of oppression; act as border crossers and/or boundary spanners as they navigate complex community-based, institutional, and political terrains; serve as change agents from the grassroots to institutional level; and, develop and enact distinct types of social capital to yield community versus individual uplift. The authors conclude that activists should be valued as leaders and

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Miller, Paul Washington. "‘Tackling’ race inequality in school leadership: Positive actions in BAME teacher progression – evidence from three English schools." Educational Management Administration & Leadership 48, no. 6 (2019): 986–1006. http://dx.doi.org/10.1177/1741143219873098.

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The career progression of teachers of black, Asian and minority ethnic heritage is a matter of much debate and research. Over the past decade, a body of research has confirmed that race discrimination/race inequality is a factor in the progression of teachers of black, Asian and minority ethnic heritage in England. Although it has been argued that ‘Britain is not a racist nation’, it nonetheless has, as described by Phillips in 2016, a ‘…deep sensitivity to…ethnic and cultural difference’. According to Miller, this sensitivity remains at the heart of a ‘deep-rooted and continuing struggle amon

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Heru, Tri, and Diaz Haryokusumo. "“Black Box” between Authentic Leadership and Follower Commitment." Jurnal Dinamika Manajemen 9, no. 1 (2018): 126–39. http://dx.doi.org/10.15294/jdm.v9i1.14658.

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The aims of present study was to test the theoritical linking model of authentic leadership with personal identification, social identification, trust to leader, and organizational commitment in higher education institution. The quantitative methodology used in this study incorporates cross-sectional survey method. Analysis was conducted on the sample of 150 academic and administrative staff from one of private business school in Yogyakarta special region. The direct effect between variables analyzed using path analysis and mediating mechanism using procedure from Baron and Kenny (1986) and So

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Marschall, Melissa J., and Paru R. Shah. "Linking the Process and Outcomes of Parent Involvement Policy to the Parent Involvement Gap." Urban Education 55, no. 5 (2016): 699–729. http://dx.doi.org/10.1177/0042085916661386.

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This study compares what schools are doing to engage parents and analyzes the efficacy of these initiatives across predominantly Black, Latino, and White schools. Using the National Center for Education Statistics’s (NCES) Schools and Staffing Surveys (SASS, 1999-2004), we specify a model that accounts both for factors associated with school policies and practices to engage parents in school- and home-based activities and the extent to which these policies affect parent involvement. Findings indicate that predominantly Black and Latino schools achieve significant gains in parent involvement as

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Lewis-McCoy, R. L’Heureux. "Suburban Black Lives Matter." Urban Education 53, no. 2 (2017): 145–61. http://dx.doi.org/10.1177/0042085917747116.

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This article explores the range of experiences and meanings of Black life in suburban space. Drawing from educational, historical, and sociological literatures, I argue that an underconsideration of suburban space has left many portraits of educational inequality incomplete. The article outlines the emergence of American suburbs and the formation of the city suburb divide which governs much framing of educational inequality and why this frame has limited thinking about what suburbs are and who lies within them. I follow with a discussion of the contemporary state of the suburbs which are now o

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Patton, Lori D., and Jodi L. Jordan. "It’s Not About You, It’s About Us." Journal of Cases in Educational Leadership 20, no. 1 (2017): 80–91. http://dx.doi.org/10.1177/1555458916689127.

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This case centers on a Black woman school administrator and efforts to disrupt Whiteness among an urban elementary school teaching staff. The case details the resistance she encounters while encouraging teachers to confront “White fragility” and consider how their fragile perspectives on race and racism shape how they educate Black students. She attempts to incorporate relevant social justice issues, particularly associated with the “Black Lives Matter” campaign into professional development to challenge teachers’ deficit thinking. Finally, the case demonstrates oppressive leadership politics

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Dematthews, David E. "Urban Principal Narratives on Including Black Boys with Emotional Disabilities." Journal of School Leadership 28, no. 3 (2018): 401–30. http://dx.doi.org/10.1177/105268461802800306.

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Black boys in racially segregated urban schools are vulnerable to the trappings of the school-to-prison-pipeline. In this article, I use narrative inquiry and critical race theory (CRT) to examine the stories of two elementary school principals struggling to create more inclusive schools for Black boys with emotional disabilities (ED) in a racially segregated and low-performing district. Each principal narrative describes efforts to transition a student with ED from a district-created self-contained program to a full-time or near-full-time placement in an inclusive general education classroom.

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Fenzel, L. Mickey, and Kathy Richardson. "Supporting Continued Academic Success, Resilience, and Agency of Boys in Urban Catholic Alternative Middle Schools." Journal of Catholic Education 22, no. 1 (2019): 1–23. http://dx.doi.org/10.15365/joce.2201012019.

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The persistent inequalities in urban public education in the U. S. that have left far too many Black and Hispanic male students behind with respect to academic skill development, high school graduation, and college success have led Catholic groups to provide alternative secondary school models to advance the academic and career success of urban students. One of these initiatives is the NativityMiguel model school, the first of which opened in New York City in 1971. The present study examines the lived experience, with respect to benefits of this education on the subsequent academic and career

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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 an

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Dantley, Michael E. "Rewriting Narratives and Leadership Vision through a Postmodern Imagination: A Spiritual Imperative to Leading African American Schools." Journal of School Leadership 15, no. 6 (2005): 673–85. http://dx.doi.org/10.1177/105268460501500605.

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This article asks educational leaders to imagine schools from a postmodern perspective in order to address the issues specifically germane to black children in public schools. In fact, this article challenges current as well as prospective school leaders to adopt a radical approach to perceiving schools so that the inequities and undemocratic practices in these institutions may be uncovered and dealt with. All of this is initiated through a spirit of resistance and radical reconstruction aimed at creating schools that are more effective in facilitating crucial education for African American an

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Ward Randolph, Adah, and Dwan V. Robinson. "De Facto Desegregation in the Urban North: Voices of African American Teachers and Principals on Employment, Students, and Community in Columbus, Ohio, 1940 to 1980." Urban Education 54, no. 10 (2017): 1403–30. http://dx.doi.org/10.1177/0042085917697204.

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This research explores the historical development of African American teacher and principal hiring and placement in Columbus, Ohio, from 1940 to 1980. In 1909, the Columbus Board of Education established Champion Avenue School creating a de facto segregated school to educate the majority of African American children and to employ Black educators. Over the next 50 years, Columbus created a de facto system of education where Black educators were hired and placed exclusively. This research illuminates how an unintended detriment such as de facto segregation actually developed Black leadership, an

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Purdy, Michelle A. "Blurring Public and Private: The Pragmatic Desegregation Politics of an Elite Private School in Atlanta." History of Education Quarterly 56, no. 1 (2016): 61–89. http://dx.doi.org/10.1111/hoeq.12149.

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The school desegregation narrative often references historically white public schools as sites of massive resistance and historically white private schools as segregationist academies. Yet some historically white elite private schools or independent schools, such as The Westminster Schools (plural in name only), established in 1951 in Atlanta, Georgia, chose to desegregate. Such elite institutions, which have served as one catalyst for the creation and maintenance of social and cultural capital, became more accessible after Brown v. Board of Education through a combination of private and publi

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Underwood, Kimberly, Joy Taylor, Donna Smith, and J. Medgar Roberts. "Exploring the career trajectories of Black male educators in p-12 education." Journal for Multicultural Education 14, no. 3/4 (2020): 255–67. http://dx.doi.org/10.1108/jme-02-2020-0012.

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Purpose This paper aims to provide a critical examination of the career trajectories of Black male educators through the discussion of key issues relevant to the professional development and advancement of this population. Design/methodology/approach The authors approach this paper through the examination of literature related to Black male educators. The authors seek to provide insight into the status of Black male educators through a critical focus of scholarship in the three critical areas of Black male educator recruitment, retention and mobility. Findings This examination supports the nee

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Elton-Chalcraft, Sally, Ann Kendrick, and Alison Chapman. "Gender, race, faith and economics." Management in Education 32, no. 4 (2018): 176–84. http://dx.doi.org/10.1177/0892020618788738.

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This article explores factors inhibiting or encouraging women and men from Black and Minority ethnic (BME) and also white backgrounds to pursue leadership positions in English schools. Data are drawn from a commissioned evaluation of three National College of Teaching and Leadership (NCTL)-funded courses which investigated the extent to which the 33 participants felt their course successfully prepared them to take on a leadership role. Findings showed that although primary aspirant head teachers and most women into secondary headship gained confidence and felt more competent as their courses p

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Beachum, Floyd D., and Terri N. Watson. "The Rebirth: Can We Live?" Journal of Cases in Educational Leadership 20, no. 2 (2017): 95–104. http://dx.doi.org/10.1177/1555458916685747.

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Nathaniel Stone, the principal of Lakeshore Community High School, was summoned to a meeting in the city. The gathering included more than a dozen influential leaders. The conversation that unfolded was, literally, unreal. Mr. Smith, a government official of sorts, called for the destruction of a social movement that was having a positive effect on the academic achievement and life chances of Black and Hispanic youth throughout the country. This narrative is constructed in the spirit of Derrick Bell’s chronicles and acknowledges the systemic nature of racism, its presence in the nation’s publi

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White, Terrenda C. "Teach For America’s paradoxical diversity initiative: Race, policy, and Black teacher displacement in urban schools." education policy analysis archives 24 (February 7, 2016): 16. http://dx.doi.org/10.14507/epaa.24.2100.

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This article examines the paradox of Teach For America’s diversity gains and its support for policies that contribute to Black teacher decline in urban communities. TFA has countered claims that its expansion is connected to teacher displacement, but its two-pronged structure—as an alternative certification program and an influential policy actor via its leadership model for education reform—requires a critical analysis of the impact of its policy commitments on Black teachers. I propose steps to better align TFA’s policy orientations with its diversity values by leveraging TFA’s policy influe

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Mims, Lauren C., and Cierra Kaler-Jones. "Running, running the show: Supporting the leadership development of Black girls in middle school." Middle School Journal 51, no. 2 (2020): 16–24. http://dx.doi.org/10.1080/00940771.2019.1707342.

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Reed, Latish Cherie. "The intersection of race and gender in school leadership for three Black female principals." International Journal of Qualitative Studies in Education 25, no. 1 (2012): 39–58. http://dx.doi.org/10.1080/09518398.2011.647723.

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Andrews, Dorothy, and Frank Crowther. "Parallel leadership: a clue to the contents of the “black box” of school reform." International Journal of Educational Management 16, no. 4 (2002): 152–59. http://dx.doi.org/10.1108/09513540210432128.

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Milligan, Tonya M., and Craig B. Howley. "Educational Leadership in Our Peculiar Institutions: Understandings of Principals in Segregated, White-Staffed Urban Elementary Schools in the United States." International Journal of Multicultural Education 17, no. 1 (2015): 43. http://dx.doi.org/10.18251/ijme.v17i1.873.

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This study explores how 10 principals in mostly-Black U.S. urban elementary schools staffed by mostly-White faculty understood and experienced the manifestations of racial differences. Narrative inquiry with nearly 700 pages of transcript data yielded three themes: (1) gradients of color-conscious leadership, (2) principals as moral agents, and (3) working within a context of fear. Difficult though these stories and challenges are in the U.S., practices and policies elsewhere in the world also produce such situations and experiences, and the dynamics evident in the stories told by these school

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Bridgeforth, James C. "“This Isn’t Who We Are”: A Critical Discourse Analysis of School and District Leaders’ Responses to Racial Violence." Journal of School Leadership 31, no. 1-2 (2021): 85–106. http://dx.doi.org/10.1177/1052684621992760.

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Media reports have detailed the growing prevalence of incidents of racism and racial violence in K-12 schools and districts throughout the United States. The public nature of these incidents often requires a formal response from school and district leadership in the form of a press release, letter, or public statement. This study is an analysis of 140 press releases, emails, letters, and social media posts that educational leaders made in response to incidents of anti-Black racial violence occurring between 2014 and 2019. Using critical discourse analysis, the author finds that institutional l

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Lopez, Ann E., and Gaëtane Jean-Marie. "Challenging Anti-Black Racism in Everyday Teaching, Learning, and Leading: From Theory to Practice." Journal of School Leadership 31, no. 1-2 (2021): 50–65. http://dx.doi.org/10.1177/1052684621993115.

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Anti-Black racism and White supremacy continue to have dire impact on the lives and educational outcomes of Black people and students in educational spaces. Examining ways in which this form of racism is disrupted, confronted, and challenged in education and schooling is important not only to Black students, scholars, practitioners, and staff, but to all People of Color. Drawing on research conducted with educators in, Canada, the United States and our lived experiences as Black educators this article examines how antiblackness and anti-Black racism is manifested in schooling spaces through te

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Phelps Moultrie, Jada, Paula A. Magee, and Samantha M. Paredes Scribner. "Talk About a Racial Eclipse." Journal of Cases in Educational Leadership 20, no. 1 (2017): 6–21. http://dx.doi.org/10.1177/1555458917690429.

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During a student teaching experience, teacher education candidates affiliated with an urban School of Education school–university partnership witnessed a disturbing interaction between an early career White male teacher and a first-grade Black male student at an assigned elementary school. The subsequent interactions among the teacher, principal, district administrators, and university partners illumine the racial implications at varying levels from the individual to the structural level. The ways in which race is centered, yet is evaded by school actors, raises important considerations for le

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Patrick, Susan Kemper, Laura K. Rogers, Ellen Goldring, Christine M. Neumerski, and Viviane Robinson. "Opening the black box of leadership coaching: an examination of coaching behaviors." Journal of Educational Administration 59, no. 5 (2021): 549–63. http://dx.doi.org/10.1108/jea-08-2020-0168.

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PurposeLeadership coaching is an increasingly popular development tool for school principals. However, specific coaching behaviors are rarely conceptualized or examined in prior research. This study presents a coaching behavior framework and then analyzes actual coaching conversations between principals and coaches to illustrate how specific coaching behaviors create opportunities for principals to reflect and think critically about their leadership.Design/methodology/approachBuilding on theories of interpersonal learning, the authors develop a framework of coaching behaviors to distinguish co

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Sampson, Carrie, and Sonya Douglass Horsford. "Putting the Public Back in Public Education: Community Advocacy and Education Leadership under the Every Student Succeeds Act." Journal of School Leadership 27, no. 5 (2017): 725–54. http://dx.doi.org/10.1177/105268461702700506.

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In this article, we argue that ESSA provides a unique policy window for district-level leaders to advance an equity agenda by working closely with local community advocates. Drawing from a larger qualitative, multiple case study on the role of school boards in three U.S. Mountain West school districts, we focus on community advocacy committed to expanding educational equity and opportunity for underserved Black, Latinx, and English learner students Guided by community equity literacy as an organizing framework grounded in the literature on school–community relations, partnerships, and collabor

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Levine, David P. "The Birth of the Citizenship Schools: Entwining the Struggles for Literacy and Freedom." History of Education Quarterly 44, no. 3 (2004): 388–414. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00015.x.

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In a 1981 interview, civil rights leader Andrew Young commented, “If you look at the black elected officials and the people who are political leaders across the South now, it's full of people who had their first involvement in civil rights in the Citizenship Training Program.” Informally known as Citizenship Schools, this adult education program began in 1958 under the sponsorship of Tennessee's Highlander Folk School, which handed it over to the Southern Christian Leadership Conference (SCLC) in 1961. By the time the project ended in 1970, approximately 2500 African Americans had taught these

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Payne-Tsoupros, Christina. "A Starting Point for Disability Justice in Legal Education." JCSCORE 6, no. 1 (2020): 164–89. http://dx.doi.org/10.15763/issn.2642-2387.2020.6.1.164-189.

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This article explores how a disability justice framework would provide greater access to law school and therefore the legal profession for disabled students of color; specifically, disabled Black, Indigenous, and Latinx students. Using DisCrit principles formulated by Subini Annamma, David Connor, and Beth Ferri (2013), this article provides suggestions for incorporating a disability justice lens to legal education. In doing so, this article specifically recognizes the work of three disability justice activist-attorney-scholars, Lydia X.Z. Brown, Talila “TL” Lewis, and Katherine Pérez, and con

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Dagbovie, Pero Gaglo. "Reflections on Conventional Portrayals of the African American Experience during the Progressive Era or “the Nadir”." Journal of the Gilded Age and Progressive Era 13, no. 1 (2014): 4–27. http://dx.doi.org/10.1017/s1537781413000467.

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This essay, a slightly revised version of the distinguished historian address presented to SHGAPE in April 2013, suggests that millennial learners are oftentimes inadequately introduced to the African American experience during the Progressive Era, a period that historians of the black past, sampling from Rayford W. Logan's 1954 opus, customarily call “the Nadir” or “the lowest point” in the African American struggle for social justice. When discussing the Progressive Era, normative U.S. history textbooks at high school and college and university levels tend to relegate blacks to the margins o

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Genao, Soribel, and Yaribel Mercedes. "All We Need Is One Mic: A Call for Anti-racist Solidarity to Deconstruct Anti-Black Racism in Educational Leadership." Journal of School Leadership 31, no. 1-2 (2021): 127–41. http://dx.doi.org/10.1177/1052684621993046.

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In this article, we outline some of the vital measurements of racism and anti-blackness as a macro system in education. We contend that principal preparation programs have not explicitly prioritized anti-racist school leadership, while often resisting the possibilities of solidarity or one mic of knowledge to increase anti-racist dispositions. Considering the lexicon of whiteness as an assemblage, a racial discourse should be “supported by material practices and institutions,” that prepare educational leaders to examine anti-blackness curriculum that have been embedded as a standard method. We

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Thomas, Gerald L. "Achieving Racial Reconciliation in the Twenty-First Century: The Real Test for the Christian Church." Review & Expositor 108, no. 4 (2011): 559–73. http://dx.doi.org/10.1177/003463731110800410.

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The issue of racial reconciliation has been a major concern for me since the days of my youth in Youngstown, Ohio. I was blessed to see the growth and development of African American people during the civil rights era. There were, however, racial tensions of a major magnitude during my days in junior high and high school. It was the first time we (students from Thorn Hill) had ever experienced racism because our elementary school was 99.8 percent black. I had to live in a whole new world when six primary grade schools were condensed into one junior high school. In high school, it became increa

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Bailey, Lucy E., and Alexandra J. Holter. "Black School, White School: Racism and Educational (Mis)Leadership. Jeffrey S. Brooks. New York, NY: Teachers College Press, 2012, 153 pp., $28.95." Educational Studies 52, no. 4 (2016): 381–84. http://dx.doi.org/10.1080/00131946.2016.1190365.

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Koorts, J. T. "Black advancement: Strategies for success, Conference organized by the School for Business Leadership, Unisa, 19 May 1987." Development Southern Africa 4, no. 4 (1987): 715–21. http://dx.doi.org/10.1080/03768358708439361.

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Bailes, Lauren P., and Sarah Guthery. "Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender." AERA Open 6, no. 2 (2020): 233285842092929. http://dx.doi.org/10.1177/2332858420929298.

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Recent scholarship highlights the many benefits of diversity among principals, including improved teacher retention and student outcomes. We use survival analysis to assess the probability and time to promotion for 4,689 assistant principals in Texas from 2001 to 2017. We find that race and gender are associated with the probability of promotion to school leadership. Holding education, experience, school level, and urbanicity constant, Black principals are least likely to be promoted and wait longer for promotion when compared to White assistant principals. Additionally, findings suggest that

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