Seeing What They Want to See: Racism and Leadership Development in Urban Schools

Autor/in	Knaus, Christopher B.
Titel	Seeing What They Want to See: Racism and Leadership Development in Urban Schools
Quelle	In: Urban Review: Issues and Ideas in Public Education, 46 (2014) 3, S.420-444 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-014-0299-0
Schlagwörter	Urban Schools; Critical Theory; Race; Qualitative Research; Teacher Leadership; Faculty Development; Urban Teaching; Semi Structured Interviews; Principals; Whites; African American Teachers; Teacher Effectiveness; Culturally Relevant Education; Teacher Responsibility; Teacher Attitudes; Racial Discrimination + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Kritische Theorie; Rasse; Abstammung; Qualitative Forschung; Lehrerfunktionsstelle; Urban education; Stadtteilbezogenes Lernen; Principal; Schulleiter; White; Weißer; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrverpflichtung; Lehrerverhalten; Racial bias; Rassismus
Abstract	This critical race theory (CRT)-framed qualitative study (n = 9) examined racism within a context of urban teacher leadership development. A series of semi-structured interviews were conducted with three White principals, who each identified one White and one African American teacher as "most promising" leadership potential. These teachers were interviewed, leading to analysis of principal support and teacher perceptions of being supported. The findings clarify principals who adopted a language of equity, while simultaneously arguing that their White teachers were more effective (based erroneously on the belief that the White teachers' students had higher test scores). The African American teachers, on the other hand, were framed as experts in culturally responsive approaches, given increased teaching responsibilities, and not provided similar leadership opportunities. This difference in opportunities and expectations had lasting impacts on the African American teachers, who internalized the lack of resources and negative messages they received from their principals. The paper concludes with CRT implications for inclusive leadership development processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10