ERIC Number: EJ1020262
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Educational Leadership and Racism: A Narrative Inquiry into Second-Generation Segregation
Brooks, Jeffrey; Arnold, Noelle Witherspoon; Brooks, Melanie C.
Teachers College Record, v115 n11 2013
Background/Context: In-school racial segregation, also called second-generation segregation, is a social dynamic that is manifest in different and complicated ways in schoolhouses across the United States. This study sought to investigate how building-level leadership facilitates or impedes the practice of racial equity in an urban high school, from teachers' and administrators' perspectives. Purpose: The primary purpose of this exploratory study was to investigate how educational leaders perceive and influence second-generation in urban secondary schools. Research Design: As the purpose of the study was to ascertain leaders' perspectives, we followed a dialogic methodological approach used in studies seeking to investigate similar perceptual phenomena. This methodology emphasizes both personal narrative and dialogue. This study took place in a single urban high school in the Southeastern United States over the course of two academic years. Conclusions/Recommendations: The study revealed that both formal and informal leadership influenced second-generation segregation in the school. The authors conclude with recommendations for improving future research focusing on the topic and with recommendations for improved practice.
Descriptors: Instructional Leadership, Racial Bias, Racial Segregation, School Segregation, Urban Schools, Equal Education, Teacher Attitudes, Administrator Attitudes, High Schools, Leadership Responsibility, Personal Narratives
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: firstname.lastname@example.org; Web site: http://www.tcrecord.org
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A