Black Women Principals in American Secondary Schools: Quantitative Evidence of the Link between Their Leadership and Student Achievement

Autor/inn/en	Jang, Sung Tae; Alexander, Nicola A.
Titel	Black Women Principals in American Secondary Schools: Quantitative Evidence of the Link between Their Leadership and Student Achievement
Quelle	In: Educational Administration Quarterly, 58 (2022) 3, S.450-486 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jang, Sung Tae)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X211068415
Schlagwörter	African American Leadership; Women Administrators; Principals; Secondary Schools; School Demography; Instructional Leadership; Mathematics Achievement; Grade 9; Leadership Styles + Suchen Sie Ihr Suchwort? Weibliche Führungskraft; Principal; Schulleiter; Sekundarschule; Schulbesuchsrate; Instruction; Leadership; Bildung; Erziehung; Führung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 09; 9. Schuljahr; Schuljahr 09; Führungsstil
Abstract	Purpose: This study aims to provide quantitative knowledge concerning the leadership of Black women principals in American secondary schools. We examined (1) the demographic composition of the schools in which Black women principals serve, (2) these principals' instructional leadership behaviors, (3) the collective responsibility among teachers in those schools, and (4) the association between their interacting identities and the math achievement scores of the 9th graders at the schools they led. Research Design and Methods: We used a critical quantitative intersectionality framework along with the base-year data from the High School Longitudinal Studies 2009 provided by the National Center for Education Statistics. Multiple regression analysis and linear mixed-effect modeling were used to examine how the convergence of principals' race or ethnicity and gender is associated with the variables of interest. Findings: The results showed that on average, Black principals served schools with relatively higher percentages of students who were eligible for free or reduced-cost lunch and relatively higher percentages of students of color. We found that Black women principals were associated with a higher level of teachers' collective responsibility as perceived by teachers and higher math achievement scores among students. There was a positive association between the principals' instructional leadership behaviors perceived by teachers and female principals. Implications for Research and Practice: The importance of understanding the multiplicative influences of race or ethnicity and gender in research and principal preparation programs are discussed. We suggest that policymakers prepare intersectionality-informed policy interventions that specifically support leadership by Black women principals. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01