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ERIC Number: ED519674
Record Type: Non-Journal
Publication Date: 2010
Pages: 132
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-0545-8
Leading School Improvement: African American Women Principals in Urban Educational Settings
Mack, Yejide S.
ProQuest LLC, Ed.D. Dissertation, University of Cincinnati
African American women administrators working in urban educational settings have been found to be effective leaders of school improvement. Underutilized women and people of color are the untapped value that organizations of all types need to enhance creativity, change efforts, teamwork, and financial benefits (Northouse, 2001). During the last decade, African American women have pioneered and forged new frontiers as educational leaders (Rusher, 1996). Perspectives on African American women in the principalship will further encourage other women of color, particularly African American women educators, into leadership positions. This study investigates the phenomena associated with the African American woman principal leading urban school improvement, and how ethnicity and gender impact the social climate of urban educational centers. This research seeks to aid in the knowledge construction and add to the larger picture about leadership and school improvement in urban settings through shared personal experiences, personal perspectives and conversations with African American women principals in urban public schools who have successfully led urban school improvement. Through the use of personal narratives, analysis of documental data and field observations this study observes and describes the feelings and attitudes towards the job of urban school improvement performed by three African American women principals. In reviewing their lives, educational histories, and school improvement efforts, the similarities of the lives of these African American women principals is remarkable. All three principals mentioned the responsibility they felt as African American women to provide an equal opportunity and resources for minority students to succeed academically, how important goal setting and accountability is in regards to school improvement and reform, and they each built and/or strengthened a culture and environment where academic success is at the forefront of their school improvement effort. The level of participation and passion exhibited from each woman seemed almost therapeutic as they had a chance to share enthusiastically their journey through the principalship and school improvement. This study helps to shine the light on three African American women principals and their urban schools that have become symbols of hope and success for their educational communities. The research was intended to provide a greater understanding of African American women leading urban school improvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A