Midwest Black, Indigenous, People of Color Leaders Serving in White Spaces

Autor/in	Burton, Brett A.
Titel	Midwest Black, Indigenous, People of Color Leaders Serving in White Spaces
Quelle	In: Alabama Journal of Educational Leadership, 10 (2023), S.143-163 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-8115
Schlagwörter	Principals; Minority Groups; African Americans; Indigenous Populations; Hispanic Americans; Instructional Leadership; Predominantly White Institutions; Racism; Critical Race Theory; Administrators; Personnel Selection + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Ethnische Minderheit; Afroamerikaner; Sinti und Roma; Hispanic; Hispanoamerikaner; Instruction; Leadership; Bildung; Erziehung; Führung; Rassismus; Personalauswahl; Personalentscheidung
Abstract	The narrative inquiry correlates to the Leadership in a Time of Change theme by examining the stories of 10 Black, Indigenous, People of Color (BIPOC) school leaders serving in White suburban schools. The research study explores the experiences of eight Black and two Latinx school leaders that serve in K-12 school districts after the racial reckoning of 2020 when elevated racial tensions were significant. Limited research has been explored related to BIPOC school leaders' experiences in predominately White school institutions where they are underrepresented among educational stakeholder groups. The inquiry analyzes the data through the Critical Race Theory from Delgado and Stefancic (2017). The stories of the 10 BIPOC school leaders revealed three themes: racism, microaggressions, and pressure plus. The study is relevant to predominately White school district leaders attempting to hire and retain diverse school leaders. (As Provided).
Anmerkungen	Alabama Association of Professors of Educational Administration. P.O. Box 8368, Dothan, AL 36304. Tel: 334-983-6556 ext. 1-350; Fax: 334-556-1053; Web site: https://www.icpel.org/state-affiliate-journals.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01