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Author: Andreia Foster Publisher: ISBN: Category : African American school superintendents Languages : en Pages : 444
Book Description
The twofold purpose of the study was to (1) identify selected personal and professional characteristics of sitting African American female superintendents in the five Gulf Coast states, and (2) identify perceptions held by sitting African American female superintendents in the five Gulf Coast states related to the importance of selected factors as either contributors or barriers in attainment of the public school superintendent position. Findings related to the personal characteristics of the Gulf Coast African American female superintendents were consistent with data collected in other studies of African American female superintendents with one exception. The majority of the female superintendents were six to 10 years younger than African American female superintendents in previous studies. The professional characteristics of the participants in the study were similar to previously identified professional characteristics of Black female superintendents. The majority of the Gulf Coast African American female superintendents had three or less years of experience and had been superintendents in only one state. Over half of the respondents had followed a traditional career path: teacher-building administrator-central office administrator-superintendent. Two unexpected findings were that two of the superintendents had no teaching experience, and one respondent had obtained the superintendency at age 30. The majority of the superintendents indicated they would choose to become superintendents again if they were starting over. Interpersonal skills and an emphasis on improving instruction were rated by the respondents as important factors contributing to the attainment of a superintendency. Knowledge of the instructional process, the ability to maintain organization relationships, and management skills were also perceived to be important factors for those seeking a superintendent’s position. Factors that were perceived to be barriers to attainment of superintendency were (a) “school boards do not actively recruit African Americans”, and (b) “ perception that females cannot handle dual responsibilities of a demanding position and family.” Sexism and racism were realities for the superintendents. Racism was considered to the greater barrier.
Author: Andreia Foster Publisher: ISBN: Category : African American school superintendents Languages : en Pages : 444
Book Description
The twofold purpose of the study was to (1) identify selected personal and professional characteristics of sitting African American female superintendents in the five Gulf Coast states, and (2) identify perceptions held by sitting African American female superintendents in the five Gulf Coast states related to the importance of selected factors as either contributors or barriers in attainment of the public school superintendent position. Findings related to the personal characteristics of the Gulf Coast African American female superintendents were consistent with data collected in other studies of African American female superintendents with one exception. The majority of the female superintendents were six to 10 years younger than African American female superintendents in previous studies. The professional characteristics of the participants in the study were similar to previously identified professional characteristics of Black female superintendents. The majority of the Gulf Coast African American female superintendents had three or less years of experience and had been superintendents in only one state. Over half of the respondents had followed a traditional career path: teacher-building administrator-central office administrator-superintendent. Two unexpected findings were that two of the superintendents had no teaching experience, and one respondent had obtained the superintendency at age 30. The majority of the superintendents indicated they would choose to become superintendents again if they were starting over. Interpersonal skills and an emphasis on improving instruction were rated by the respondents as important factors contributing to the attainment of a superintendency. Knowledge of the instructional process, the ability to maintain organization relationships, and management skills were also perceived to be important factors for those seeking a superintendent’s position. Factors that were perceived to be barriers to attainment of superintendency were (a) “school boards do not actively recruit African Americans”, and (b) “ perception that females cannot handle dual responsibilities of a demanding position and family.” Sexism and racism were realities for the superintendents. Racism was considered to the greater barrier.
Author: Veronique N. Walker Publisher: ISBN: Category : African American women educators Languages : en Pages : 228
Book Description
Research is limited regarding the demographics of African American women superintendents and their overall experiences accessing the superintendency based on gender and race. This study examined (a) the demographic profiles of African American women superintendents, (b) their perceived barriers and strategies for accessing the superintendency, and (c) if any differences existed among African American women superintendents based on their age, degree, location, and years in their present position. African American women have a rich history of service in the education field. The framework for this study was therefore based upon the intrinsic motivators and extrinsic strategies of historical African American women educational leaders, as their barriers and strategies foreshadowed those of contemporary African American women superintendents. The study employed a quantitative methodology, using the adapted Questionnaire on Perceptions of Barriers and Strategies Impacting on African American Women Accessing the Superintendency. The original questionnaire, Questionnaire on Perceptions of Barriers and Strategies Impacting on Women Securing the Superintendency, was created by Dulac (1992) and later modified by D. M. Anderson (1998) for use in their dissertation studies, and has been replicated in several dissertation studies. Permission was obtained from Dulac and Anderson to modify, adapt, and use the questionnaire. The sample population included African American women superintendents in the United States. Descriptive statistics and t tests were used to analyze returned, useable questionnaires. Findings provided a standard profile of the contemporary African American woman superintendent, as well as the highest perceived strategies and barriers regarding superintendency acquisition. Findings indicated significant differences in perceptions of barriers based on degree and years in their present position categories. Findings also indicated significant differences in perceptions of strategies based on age, degree, location and years in their present position categories. Conclusions and recommendations for further research provide a framework regarding how the study benefits African American women superintendent aspirants, educational leadership graduate programs, school district's recruiting and hiring practices, and future research regarding African American women superintendents.
Author: Shelly Geneen Goines-Harris Publisher: ISBN: Category : African American women educators Languages : en Pages : 280
Book Description
This research study was designed to add to the existing but limited literature that explores perceived barriers and challenges African-American women superintendents experienced while ascending and serving in the superintendency. According to the literature, African-American women are underrepresented in the role of public school superintendents. This study examined the impact of gender and racial discrimination on African-American women superintendent aspirants and those currently serving in the role. This study surveyed and interviewed African-American women superintendents serving in public school districts in North Carolina and South Carolina, examining their perceptions of barriers and challenges experienced while ascending and serving in the superintendency. Race and gender were the two identified themes found in the analysis of survey and interview data. This study determined that race and gender have an impact on African-American women public school superintendents while ascending and serving in the role. All subthemes supported racial and gender biases. Choice of dress, working in a male-dominated field, isolation and exclusion from “good old boy networks,” dispelling the belief that African-American women do not make good administrators, and the lack of acceptance by male and non-African-American administrators and staff were all subthemes of the impact of race and gender. The findings of this study will serve to better prepare African-American women who aspire to and serve in the superintendency when faced with barriers and challenges rooted in racial and gender biases. The findings can be used to better inform school boards, hiring personnel, educational leadership programs, and public school districts of the barriers and challenges African-American women public school superintendents experience and how race and gender impact them in the role of superintendent.
Author: Tracy M. Hinds Publisher: ISBN: Category : African American feminists Languages : en Pages : 188
Book Description
African-American women leading school districts as public school superintendents of schools is rare. It is even more infrequent for multiple African-American women to serve in the position of superintendent of schools in the same state. This historical qualitative study investigated and documented the history of African-American women who served in the position of public superintendent of schools in the state of Missouri. Research on the topic of African-American female superintendents is scarce. This study contributed to the growing body of research focused on the personal stories and experiences of African-American women who served and continue to serve as superintendents. The researcher documented factors and experiences the participants perceived as influential in their ascent to the position. Seven African-American females, either former or current superintendents in the state of Missouri, participated in this study. Personal interviews, along with a semi-structured interview schedule, served as the primary data collection method used to capture data for this study. A Black feminist thought lens was used to examine barriers and experiences of oppression. Findings from this research identified the participants’ various paths to the superintendency, suggested that barriers of race, gender and oppression existed, highlighted perceived accomplishments, provided explanations for why multiple African-American females have served as public school superintendents in the state of Missouri, and proposed recommendations for aspiring African-American females interested in becoming a superintendent.
Author: Meredith Mountford Publisher: IAP ISBN: Category : Education Languages : en Pages : 192
Book Description
In 1987, Jacqueline Danzberger described school boards as the forgotten players. However, things have changed drastically for school boards over the past few years. No longer are school boards the forgotten players in school governance. Instead, school boards often find themselves in the center of controversies stemming from the intrusion of political partisanship into local governance structures which historically, and for the purposes of sustained democratic educational governance, were intentionally intended to be non-partisan elected boards. However, this is where many school boards find themselves today. The chapters in this volume address several key questions school board members are currently facing as they struggle to protect some of our country’s earliest guardrails of democracy; local control of schools. To be sure, school boards are no longer the forgotten players. Implications of this may be wide reaching and therefore deserve room in the current literature on educational governance. Volume II of the Research on the Superintendency series highlights recent research on school boards, local control, governance, and the superintendency. Each chapter is briefly described and the chapters are in a particular order that readers may wish to pay attention to as they enjoy the book. The first three chapters deal with local control in both rural and urban settings. The next two chapters are studies focused mainly on school boards and how their roles have shifted over the years followed by a chapter on the relationship between school boards and their superintendents within a regulatory environment and the level of stress it can bring to board members and superintendents. The final five chapters describe recent superintendent research that is closely linked to school governance or school board policies. We ask readers to juxtapose lessons learned in those five chapters to the role of school boards within the context of those chapters.
Author: Andreia Foster
Author: Andreia Foster
Author: Veronique N. Walker
Author: Shelly Geneen Goines-Harris
Author: Tracy M. Hinds
Author: Linda Denise Jones-Mitchell
Author: Meredith Mountford
Author: Beulah M. Adams
Author: Daveda Jean Colbert
Author: Judy Ann Alston
Author: Cynthia Y. Williams Winthrop