Experiences of African American Superintendents in Texas

Autor/inn/en	Fields, Milton R., III; Jones, Don; Korelich, Kathryn
Titel	Experiences of African American Superintendents in Texas
Quelle	In: Research in Higher Education Journal, 37 (2019), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-3432
Schlagwörter	African Americans; Superintendents; Equal Opportunities (Jobs); Racial Bias; Administrator Attitudes; Barriers; Networks; Mentors; Job Applicants; Professional Associations; Administrator Characteristics; Disproportionate Representation; Administrator Role; Gender Differences; Gender Bias; Texas + Suchen Sie Ihr Suchwort? Afroamerikaner; Schulrat; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Racial discrimination; Rassismus; Bewerber; Geschlechterkonflikt; Geschlechterstereotyp
Abstract	The topic of African American superintendents has been largely neglected in society. Research studies revealed that an under-representation of African American superintendents exists. This ethnic disparity is a valid concern. This study was based on the premise that additional research studies are needed to understand the climate, culture and leadership experiences of African American superintendents in Texas. Although African American men and women are pursuing careers in the superintendency, there is still a shortage of available research data that explores their experiences. This basic interpretive qualitative research study explored the overall experiences and perceptions of six African American superintendents in Texas. Indepth, semi-structured interviews provided rich, thick descriptions, feelings and an interpretive perspective of this purposive and snowball sampling. The researcher served as the instrument to data collection. The method of triangulation was employed to ensure trustworthiness, credibility and member checking where the participants confirmed that the data were interpreted correctly by the researcher to improve the quality of the research. This study contributed new knowledge from an African American perspective. Social Cognitive Theory was the theoretical framework for this qualitative study (Bandura, 1986; Bussey & Bandura, 1999). The results of this investigation reflected the personal experiences, views and perceptions of six African-American superintendents as they obtained their desired positions. The findings revealed there were some barriers and challenges facing aspiring African American superintendents: (a) lack of networking, (b) lack of mentors, (c) lack of school district pool of potential African American candidates and (d) lack of professional educational and equity associations. Recommendations that resulted from this investigation included that as aspiring African American superintendents, they must learn to develop professional and personal network of contacts. As aspiring African American superintendents seek superintendent positions, they need to research the demographics, culture and needs of the district, stakeholders and board members. Finally, professional educational associations need to be inclusive and expand their membership pool to include underrepresented African American educators. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01