School Leadership and Racism: An Ecological Perspective

Autor/inn/en	Brooks, Jeffrey S.; Watson, Terri N.
Titel	School Leadership and Racism: An Ecological Perspective
Quelle	In: Urban Education, 54 (2019) 5, S.631-655 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085918783821
Schlagwörter	School Administration; Racial Bias; School Culture; Institutional Environment; Influences; Social Environment; Urban Schools; Racial Discrimination; Cultural Context; High Schools; Consciousness Raising; Mass Media Effects; Whites; African Americans; Interpersonal Communication; Administrator Behavior; Teacher Behavior; Teacher Attitudes; Administrator Attitudes + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Schulkultur; Schulleben; Influence; Einfluss; Einflussfaktor; Soziales Umfeld; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Racial bias; High school; Oberschule; Bewusstseinsbildung; White; Weißer; Afroamerikaner; Interpersonale Kommunikation; Teacher behaviour; Lehrerverhalten
Abstract	This article reports results from a single-school case study that explored the ways racism influences (and is influenced by) racism. The study examined the ways racism is manifest at different levels of the system: individual, dyadic, subcultural, institutional, and societal. In doing so, the authors sought to understand how racism influences leadership practice within and across each of these levels, meaning as a whole they were considered as an ecological model. Findings suggested pretext, context and posttext are important, and that individual educators' leadership is influenced by ever-changing racial dynamics in their school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01