"Color-Blind" and "Color-Conscious" Leadership: A Case Study of Desegregated Suburban Schools in the USA

Autor/inn/en	Mabokela, Reitumetse Obakeng; Madsen, Jean A.
Titel	"Color-Blind" and "Color-Conscious" Leadership: A Case Study of Desegregated Suburban Schools in the USA
Quelle	In: International Journal of Leadership in Education, 8 (2005) 3, S.187-206 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
Schlagwörter	Suburban Schools; Inclusive Schools; Conflict; Educational Environment; Leadership; Principals; Conflict Resolution; School Desegregation; Case Studies; Minority Groups; Whites; African Americans; Student Diversity; Educational Strategies; Cultural Differences; Administrator Behavior + Suchen Sie Ihr Suchwort? Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Inclusive school; Integrative Schule; Konflikt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Führung; Führungsposition; Principal; Schulleiter; Conflict solving; Konfliktlösung; Konfliktregelung; Case study; Fallstudie; Case Study; Ethnische Minderheit; White; Weißer; Afroamerikaner; Lehrstrategie; Kultureller Unterschied
Abstract	Leadership and diversity are invariably connected, as US schools are under pressure to educate an increasingly diverse population. Creating an inclusive school requires school leaders to respond to any intergroup conflict that may occur among an ethnically-diverse group of schools' participants. The study on which this article is based examined European-American and African-American administrators' responses to intergroup conflict arising from cultural incongruities in desegregated suburban US schools. The researchers employed intergroup theory to understand how both African-American and European-American school leaders perceived and negotiated sources of intergroup conflict and how this affected their potential for creating an inclusive school environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10