The Intersection of Race and Gender in School Leadership for Three Black Female Principals

Autor/in	Reed, Latish Cherie
Titel	The Intersection of Race and Gender in School Leadership for Three Black Female Principals
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 25 (2012) 1, S.39-58 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2011.647723
Schlagwörter	Race; Instructional Leadership; Principals; Gender Issues; Gender Bias; Womens Studies; Women Administrators; Phenomenology; Educational Administration; Activism; Political Attitudes; Feminism; Interviews; Racial Bias; Racial Discrimination; Social Justice; Participant Characteristics; Individual Characteristics; Individual Differences; Females + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Geschlechterfrage; Geschlechterstereotyp; Weibliche Führungskraft; Phenomenological psychology; Phänomenologie; Psychologie; Bildungsverwaltung; Schuladministration; Schulverwaltung; Aktivismus; Politischer Protest; Political attitude; Politische Einstellung; Feminismus; Interviewing; Interviewtechnik; Racial discrimination; Rassismus; Racial bias; Soziale Gerechtigkeit; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Individueller Unterschied; Weibliches Geschlecht
Abstract	Using four assumptions of Black feminism, this qualitative study describes the practice of three African-American female principals in predominantly African-American, urban high schools. First, in general, the principals seemed to understand their experiences as part of a larger historical context. Second, given the shared racial and gender identities, the principals described several commonalities within their lived experience. Third, differences in age and context affected the leadership practices and experiences encountered by these principals. Fourth, the principals exhibited a non-monolithic response to the identification of injustice and oppression. Further, while the principals all seemed to understand the various injustices that existed within their educational setting, they tended to respond in more tempered radical ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10