The Vestiges of Brown: An Analysis of the Placements of African American Principals in Florida Public Schools (2010-2011)

Autor/in	Nesmith, Leo, Jr.
Titel	The Vestiges of Brown: An Analysis of the Placements of African American Principals in Florida Public Schools (2010-2011)
Quelle	(2013), (188 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Florida Atlantic University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-5548-0
Schlagwörter	Hochschulschrift; Dissertation; Principals; Placement; African Americans; Public Schools; African American Students; Enrollment; Correlation; Statistical Analysis; Race; Gender Differences; Institutional Characteristics; Superintendents; Desegregation Litigation; Racial Bias; Federal Legislation; High Schools; Elementary Secondary Education; Socioeconomic Status; Florida + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Betriebspraktikum; Praktikum; Afroamerikaner; Public school; Öffentliche Schule; African Americans; Student; Students; Schüler; Schülerin; Studentin; Einschulung; Korrelation; Statistische Analyse; Rasse; Abstammung; Geschlechterkonflikt; Schulrat; Racial discrimination; Rassismus; Bundesrecht; High school; Oberschule; Socio-economic status; Sozioökonomischer Status
Abstract	The purpose of this study was to examine and describe the relationship between a school's percentage of African American students enrolled and the placement of an African American principal for all of Florida's K-12 traditional public schools during the academic year 2010-2011. This study also sought to determine if this relationship was moderated by each school's level, size, letter grade, socioeconomic status (FRL), gender of principal, as well as gender and race of the presiding district superintendent. Lastly, the relationship between each moderator variable and the placement of African American principals was examined. The ultimate objective was to determine if limited opportunities still widely exist in the placement of African American principals throughout Florida. Data were collected and analyzed using quantitative methods for 2,705 schools that served as the units of analysis. Using correlational analysis, the study found that a significantly positive and moderately strong relationship existed between a school's percentage enrollment of African American students and the placement of an African American principal. Moreover, only socioeconomic status significantly moderated this relationship. Lastly, principal race significantly related to each of the moderator variables except for African American district superintendents. The study's conceptual framework consisted of legal, organizational, and human level theories that underlie the placement of public school principals in our post-civil rights era. From a legal perspective, although "Brown" and its progeny of civil rights laws valiantly set out to eliminate race and racism from schools and in the workplace, the findings revealed that race continues to be a factor in determining inequity in principal placements. At the organizational level, the race of a principal seemed to carry the greatest value in determining inequities at high school level placements, and in schools based on levels student achievement and student poverty. Through the lenses of the ASA and RMT frameworks that make up the human resource theory, this study found White superintendents were less apt to place African American principals in majority African American schools than African American, and especially Hispanic, superintendents. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01