Leadership and organization : diversity in two elementary schools in an urban district in central Texas /
The purpose of this study was to examine how teachers of color and European-American teachers interact during their day-to-day exchange, to examine how principals of color respond to these interactions and to determine the skills needed for leaders of color to create an inclusive school. A qualitat...
| Main Author: | |
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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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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=726089071&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of this study was to examine how teachers of color and European-American teachers interact during their day-to-day exchange, to examine how principals of color respond to these interactions and to determine the skills needed for leaders of color to create an inclusive school. A qualitative case study methodology was used to collect and report the data for this study. The data collected in this study included intensive open-ended and follow-up interviews. The population was comprised of ten teachers of color, ten European-American teachers, and two principals of color. A total of twenty-two participants participated in this study. Included in this study population were teachers and principals. The first research question sought to identify how teachers of color and European-American teachers perceive their day-to-day exchange in an urban context. Responses made by teachers of color to the properties of intergroup conflict were used to analyze the interactions with European-American teachers. The European-American teachers' responses to the properties of intergroup conflict were used to analyze the interactions with teachers of color. The second question sought to identify the African-American principals' responses to the teachers of color and the European-American teachers during their day-to-day exchange, while creating an inclusive school. The properties of intergroup conflict were used to identify causes of conflict among different group members. The properties of intergroup conflict areas revealed in the study were incompatible goals, competition for resources, cultural differences, conformity versus affirmation, group boundaries, affective patterns, cognitive formations, and leadership behaviors. The properties of intergroup conflict identified in this study were areas that caused tensions between majority and minority groups. The leadership, followership, and diversity were issues that influenced their day-to-day exchanges because of the differences between individual identities and group affiliations. These conflicts occurred when involved parties have opposing interests. Responses made by the leaders of color to these opposing interests provide opportunities to create an inclusive school organization. |
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| Item Description: | Vita. "Major Subject: Educational Administration". |
| Physical Description: | viii, 85 leaves ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 72-76). |