Critical race theory and the African American woman principal : alternative portrayals of effective leadership practice in urban schools /
A Western, Eurocentric male epistemology remains the normative model in educational administration research. The incorporation of viewpoints about the world of work for minority women leaders in urban schools is not a part of mainstream theory. This absence of minority women's ways of knowing...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2001.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=725905581&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | A Western, Eurocentric male epistemology remains the normative model in educational administration research. The incorporation of viewpoints about the world of work for minority women leaders in urban schools is not a part of mainstream theory. This absence of minority women's ways of knowing in research perpetuates their continued marginalization, creating a gap in the literature. The failure of African American women to build theoretical knowledge construction in academe allows other groups to further stereotype and marginalize their educational contributions. This study examined how the double bind of race and gender influences the leadership practice of three African American women principals in urban schools. Research questions based on themes from Murtadha and Larson's work-anti-institutionalism, rational resistance, a sense of urgency and deep spirituality-sought a more inclusive view of the realities of leadership from an Afrocentric feminist epistemological standpoint. This study used shared constructions to illuminate cultural and interpersonal understandings about how educational and political institutions, discriminatory practices based on sex and race, exacerbate inequities in society. Critical race theory, stereotypes of African American women and social justice in urban schools offered venues to understanding why ineffective education reforms and abysmal African American student achievement scores continue to plague urban schools. Qualitative research methodology, using a naturalistic inquiry advocacy perspective, followed both a structured and unstructured interview design. Document review, transcript analysis, visits to work sites, homes and churches allowed in-depth themes to emerge. The findings of the study support and extend the work of Murtadha and Larson, suggesting that the principals survive and thrive through a committed dependence on family, community, spirituality and the arts, especially Black literature. Using self-affirming words, each participant proudly accepts her cultural and ethnic heritage. The participants construct theoretical perspectives and successful leadership practices based on their own knowledge construction about equity, access and opportunity, thereby enabling disenfranchised youth to achieve academically. Recommendations advocate that universities train future African American women principals in skill-based knowledge for urban school leadership. Further, creating strong mentorship networks and encouraging pro-equity discourse can support preparation programs for future minority administrators. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | xii, 227 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 194-218). |