Download or read book The Experiences of Young African American Women Principals written by Tanya Roane and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was designed to gain an understanding of how young African American women principals experience the principalship. Three research questions were explored in this study: (a.) What are the pathways to the principalship for young African American women? (b.) How do African American women experience the principalship? (c.) What are the barriers that young African American women experience and what are their strategies for success? The researcher examined the day-to-day experiences faced by these women as they related to race, gender, and age challenges within the field of education. Using qualitative research with Black Feminist Standpoint theory as the theoretical framework, the study allowed these young female principals from Virginia to share their personal stories and struggles related to their experiences as principals. They participated in depth one-on-one, semistructured interviews and, as a follow-up, some participated in focus groups that contained open-ended questions. The findings indicated that these women rely on God, faith and family in their day-to-day work. Some of the women discussed the challenges that they face dealing with ageism, sexism and racism in the work place. Probing the reflections and experiences of these women will inform both research and practice, given their professional rise to principalship positions and their experiences once they attained the positions. It was crucial to add the voices of these women to existing literature because they bring a unique perspective to the practice of school leadership. Implications for this research include: college-bound students interested in school administration; university professors and school divisions interested in ways to support and provide professional development to these young leaders; feminist researchers; those interested in studying leadership theory and research, and aspiring and practicing principals interested in how African American principals support school improvement.

Download or read book Intersectional Identities and Educational Leadership of Black Women in the USA written by Sonya Douglass Horsford and published by Routledge. This book was released on 2016-04-08 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume examines the educational leadership of Black women in the U.S. as informed by their raced and gendered positionalities, experiences, perspectives, and most importantly, the intersection of these doubly marginalized identities in school and community contexts. While there are bodies of research literature on women in educational leadership, as well as the leadership development, philosophies, and approaches of Black or African American educational leaders, this issue interrogates the ways in which the Black woman’s socially constructed intersectional identity informs her leadership values, approach, and impact. As an act of self-invention, the volume simultaneously showcases the research and voices of Black women scholars – perspectives traditionally silenced in the leadership discourse generally, and educational leadership discourse specifically. Whether the empirical or conceptual focus is a Black female school principal, African American female superintendent, Black feminist of the early twentieth century, or Black woman education researcher, the framing and analysis of each article interrogates how the unique location of the Black woman, at the intersection of race and gender, shapes and influences their lived personal and/or professional experiences as educational leaders. This collection will be of interest to education leadership researchers, faculty, and students, practicing school and district administrators, and readers interested in education leadership studies, leadership theory, Black feminist thought, intersectionality, and African American leadership. This book was originally published as a special issue of the International Journal of Qualitative Studies in Education.

Download or read book African American Principals written by Kofi Lomotey and published by Praeger. This book was released on 1989-09-11 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: This groundbreaking study fills a significant gap in educational research literature as it explores the problem of persistent and pervasive underachievement by African-American students in the public schools of the United States. Teacher quality, school resources, socio-economic status of students, cultural relevance of curriculum, and school leadership are a few of the factors that contribute to achievement or the lack of it by these students. Lomotey focuses on the impact of the African-American principal's leadership, its effect on the academic achievement of African-American students, and the day-to-day activities associated with school leadership. An early chapter reviews relevant research focusing on the connection between principal leadership and academic achievement in general. The extracted recurring qualities then form the basis for exploring whether African-American principals in more successful African-American schools possess the specific qualities suggested by the research. Lomotey finds that three additional and important characteristics are shared by his sample of principals: a deep commitment to the education of African-American children; a strong compassion for and understanding of both their students and the local community; and a sincere confidence in the ability of all African-American children to learn. The text is enhanced by two dozen tables that present the information discussed. An early chapter details the study's methodology with an overview and discussion of sampling and measurement procedures. Useful to students of educational administration, African American Principals: School Leadership and Success will also be of value in courses focusing on urban studies, school effectiveness, and school leadership. Black Studies programs addressing African-American education in America will find this a most necessary text. African-American educators--scholars and practitioners--as well as parents, community leaders, and other lay people will profit from the up-to-the-minute insights presented here.

Download or read book Fiery Passion and Relentless Commitment written by Adrienne L. Gratten Aldaco and published by . This book was released on 2016 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt: Chronically low performing schools in the United States have required targeted support and interventions to increase student achievement. In recent years, the school turnaround model has emerged as a swift, dramatic, comprehensive approach to implementing interventions in the lowest performing schools (Calkins, Guenther, Belfiore, & Lash, 2007) where incremental school improvement efforts have failed. Such schools require school leaders who demonstrate a sense of urgency and address underperformance with immediacy and targeted actions (Fairchild & Demary, 2011). African American female principals often lead chronically low performing schools that require turnaround efforts (Murtadha and Larson, 1999). However, documented accounts of their lived experiences are extremely limited in scholarly literature (Clemmons, 2012). This research seeks to close the gap in literature on the experiences of African American women principals. Situated in Black Feminism and Black Women's Standpoint Theory, this study redefines what it means to be a Black woman (Collins, 1998) school leader and assesses African American women's shared experiences, perceptions, and how social and oppressive constructs impact their lives and leadership. This research also critiques the educational system and the turnaround model through the lens of Black women leaders' experiences in order to spark new thinking and new approaches to address chronically low performing schools and bring awareness to the potentially oppressive structures which African American women educators experience as leaders. Furthermore, this research examines how Black women principals determine their identities, function as leaders, and overcome obstacles to be inspirational and successful school leaders of turnaround model schools. Turnaround principals in this study have courageously, selflessly, and voluntarily worked in grim educational situations, and they have all prevailed. This research reveals the women have focused on a growth mindset, relationship building, and ownership and accountability to drive school turnaround. However, at the core of their leadership is an endless passion and unwavering commitment to providing a quality education for all children. The results of this study have implications on education policy, policy-makers, and school turnaround practices.

Download or read book The Perceptions of African American Women Principals who Have Been Influential in Public Education written by Tammy Melita Miles Brown and published by . This book was released on 2010 with total page 518 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research project focused on African American women principals and leadership qualities and competencies that they bring to an urban school setting. The purpose of this study was to explore the experiences of African American women principals and examine the influence of this past experience, identify common threads among these African American women principals and to determine if African American women principals have specific leadership characteristics that help them impact the urban schools.

Download or read book Understanding the Impact of Racism and Sexism on the Development of the Professional Identity of African American Women Principals written by Chrystal Ages Brown and published by . This book was released on 2016 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to understand the impact of racism and sexism in the development of the professional identity of African American women principals in public K-12 schools. African American women experience the principalship differently from their colleagues. Research on African American women in the principalship supports the notion that they encounter a different set of struggles. Many of the experiences of African American women principals involve racism and/or sexism. This qualitative study used constant comparative method to analyze the experiences of eight African American women who are current principals in K-12 public schools or have been principals in the last three years. The data for this study was collected through semi-structured interviews transcribed by the researcher. There are two themes that emerged from the data 1) narrow and unfounded judgment and 2) motivated to succeed for their students' well-being. The first theme posits that African American women principals have an awareness of negative perceptions about them due to their race and gender and that they rely on a strong sense of identity to combat the discrimination they experience. The emotional effect of experiencing racism and sexism stimulated a sense of strength in the participants and coupled with encouragement that was both internal and external they were able to push through and do the job at hand. The second theme posits that African American women principals have characteristics that drive them to be successful. Having a strong assurance of their ability coupled with personality traits that correlate to effective leadership, African American women are prepared for the role of principal. The driving force behind them is a desire for their students to be successful. Inspired to set a positive example for students, African American women principals do not allow discrimination of any form to prohibit their success. The implications of this study are applicable for the K-12 education realm. Cultural and gender sensitivity training should become a requirement for all educators on a continuous basis. There is a need for an honest and open discussion on gender and racial bias' in education with regard to who holds those bias' and why.

Download or read book Sisters of Hope Looking Back Stepping Forward written by Audrey P. Watkins and published by Peter Lang. This book was released on 2009 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book documents the critiques and theorizings that working-class African-American women have drawn from their educational experiences. Based on a study of five African-American females enrolled in an employer-sponsored workplace speech and language training program, the book presents lessons learned from participants' efforts to negotiate effects of race, class, and gender discrimination both in and out of school. Particularly relevant to the field of education, participants provide insight - on the roles of teachers and schools, instruction, expectations, motivation, race and education, educational experiences at work, and relevant education - to inform and help effect change. Because of its interdisciplinarity, Sisters of Hope, Looking Back, Stepping Forward is an asset for a variety of courses that seek to be inclusive of the educational experiences and theorizings of marginalized groups. Its insights on race, class, gender, marginalization, and inequality are relevant to courses in areas such as African-American studies, women's studies, ethnic studies, multicultural education, sociolinguistics - black Englishes, history, oral history/autobiography, communication, and religion.

Download or read book African American Women Principals written by Lisa Dawn Hobson-Horton and published by . This book was released on 2002 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Makani Mabotu a Jesu Kristi Mbwa Kananwa Kwa Mateyu The Gospel According to St Matthew in Ila written by and published by . This book was released on 1912 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Inquiry Into the Leadership Experiences of African American Women Principals in Catholic Schools written by Lucy Acheampong and published by . This book was released on 2009 with total page 458 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Crafting One s Brand to Fit written by Kimberly Curtis Robertson and published by . This book was released on 2013 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: "African American female school leaders have a great responsibility and complex task before them. Not only are they charged with managing and improving schools, leading and empowering staff, and ensuring that the students under their care find academic success, they must also do this while managing their identity and navigating through various gender and race related social constructions. School leaders have multiple selves such as the identities they use when dealing with parents, district personnel, colleagues, students, etc. Effectively managing these selves is imperative to their successfulness as a school leader. This study examines how African American female principals construct and craft their leadership identities. Using the theoretical framework of critical race theory and black feminist thought, it discusses in depth the challenges Black females face based on their race and gender. This study also details their need to prove themselves and to change perceptions related to the stereotypes that plague women of color. It provides insight about how these women navigate and shift their identities in order to find and maintain success in their work spaces. This study recognizes that African American women are doubly marginalized; however, it appreciates their efforts to succeed despite the hurdles they face. The stories and voices of these women are seldom heard in the context of educational leadership and this study attempts to fill that void. Six women were selected and interviewed for this qualitative study which sought to answer the following questions: How do African American female principals construct and navigate their leadership identities? How do Black female administrators describe their experiences with identity navigation and shifting in terms of personality, behavior, and physical appearance? How do they use identity navigation and shifting to fit their work spaces? Also, this study uses autoethnographic data obtained from the author's own interview data, a daily log of events, excerpts from a reflective journal, relevant emails, and memories coupled with interview data from the six administrators to create a composite portrait illustrating a week in the life of a Black female school principal. In order to follow the tenets of critical race theory, the author's and the participants' authentic voice was honored through the use of powerful narratives and a composite counter-story. Themes that emerged related to the need for African American women to prove themselves professionally and to portray an image and identity that dispelled myths and negative perceptions related to their gender and/or race. Shifting strategies that are used such as changing communication styles, appearance, and behaviors are discussed. Concluding thoughts, implications for future research, and recommendations for educational practitioners are also presented."--Abstract from author supplied metadata.

Download or read book What are the Experiences of African American Female Principals in High Poverty Urban Schools written by Dayanna Vontresea Carson and published by . This book was released on 2017 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the experiences of African American female principals serving in high-poverty urban schools. This study was warranted due to the growing number of African American female principal leaders in urban schools over the last 20 years. School leaders in urban school districts are expected to increase academic achievement, support district initiatives, and foster the development of urban communities. The study results will serve as a source of information to educators on similar journeys.

Download or read book A Case Study of the Lived Experiences of Two Nontraditional African American Female Principals in the Mississippi Delta written by Tracey T. Gregory and published by . This book was released on 2017 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: Through one in-depth semi-structured interview, three on-site observations, and accompanying field notes on each of two African American female school principals under age 40 in the Mississippi Delta, three common themes emerged as part of the intersectionality of the identity markers of race, age, and gender of the interviewees in their career path: 1) pushed into leadership; 2) praying and working through challenges; and 3) mentoring is the way. Additional data from interviewing and observing a third district level administrator who was a former assistant principal was included as additional support for these emerged themes.

Download or read book The Perspectives and Experiences of African American Female Elementary School Principals written by Vidrale Antoinette Franklin and published by . This book was released on 2011 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book In Pursuit of Knowledge written by Kabria Baumgartner and published by NYU Press. This book was released on 2022-04 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: Winner, 2021 AERA Outstanding Book Award Winner, 2021 AERA Division F New Scholar's Book Award Winner, 2020 Mary Kelley Book Prize, given by the Society for Historians of the Early American Republic Winner, 2020 Outstanding Book Award, given by the History of Education Society Uncovers the hidden role of girls and women in the desegregation of American education The story of school desegregation in the United States often begins in the mid-twentieth-century South. Drawing on archival sources and genealogical records, Kabria Baumgartner uncovers the story’s origins in the nineteenth-century Northeast and identifies a previously overlooked group of activists: African American girls and women. In their quest for education, African American girls and women faced numerous obstacles—from threats and harassment to violence. For them, education was a daring undertaking that put them in harm’s way. Yet bold and brave young women such as Sarah Harris, Sarah Parker Remond, Rosetta Morrison, Susan Paul, and Sarah Mapps Douglass persisted. In Pursuit of Knowledge argues that African American girls and women strategized, organized, wrote, and protested for equal school rights—not just for themselves, but for all. Their activism gave rise to a new vision of womanhood: the purposeful woman, who was learned, active, resilient, and forward-thinking. Moreover, these young women set in motion equal-school-rights victories at the local and state level, and laid the groundwork for further action to democratize schools in twentieth-century America. In this thought-provoking book, Baumgartner demonstrates that the confluence of race and gender has shaped the long history of school desegregation in the United States right up to the present.

Download or read book Justice for Black Students written by Kofi Lomotey and published by Myers Education Press. This book was released on 2022-08-30 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: A 2023 SPE Outstanding Book Award Winner In Justice for Black Students: Black Principals Matter, Kofi Lomotey begins with a two-pronged premise: (1) Black students do not receive a quality education in US public (or private) schools, and (2) Black principals, like Black teachers, can make a positive impact on the academic and overall success of Black students. Through the chronicling of his own work over 50 years—as a practitioner and an academic—Lomotey puts forth this argument with a focus on Black principals. In this book, he positions his 1993 coining of the term ethno-humanism—a role identity which he attributes to successful Black principals—as a fundamental/critical component of the leadership of these principals. In reprinting three of his earlier articles and sharing new information (including a review of the literature on Black male principals), he provides a broad-based description of this role identity and then links it to the more recent concepts of culturally responsive/culturally relevant teaching/pedagogy and culturally responsive/culturally relevant school leadership, before describing the implications for Black students of his own work and of other research that has been conducted on Black principals. This volume is essential reading for all educators interested in seeing a significant improvement in the academic and overall success of Black students. Preservice teachers, practitioners, and administrators will find enormous value in the book’s message. Perfect for courses such as: Introduction to Education │ Leadership for Equity and Social Justice in Education │ Black Education │ Multicultural Education │ School Leadership │ Culturally Responsive Leadership

Download or read book Cultivating Achievement Respect and Empowerment CARE for African American Girls in PreK 12 Settings written by Dr. Patricia J. Larke and published by IAP. This book was released on 2016-12-01 with total page 383 pages. Available in PDF, EPUB and Kindle. Book excerpt: chapters discuss issues impacting the education of African American girls and many of challenges that they encounter during their schooling experiences. The chapters were written by 24 authors including a school superintendent, university administrator and professors, classroom teacher, mother and a 10th grade African American student. The 20 chapters of the book are organized into four sections. Section one introduces the book and provides critical perspectives. Section Two focuses on Curriculum and instruction. Section Three shares information from significant stakeholders while the last section includes other schooling experiences and ends with a powerful poem by a tenth grade African American girl, entitled “Proud.” The forward of the book, written by a Japanese American scholar, Valerie Pang, denotes the urgency of the book noting that the book “warms the heart.” The book ends with an epilogue, written by an African American scholar, Tyrone Howard, who has a vested interest in African American males. He shares commanding interest in this scholarship, because what happens to African American females, impacts African American males and the entire African American community.