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ERIC Number: EJ878473
Record Type: Journal
Publication Date: 2009
Pages: 16
Abstractor: As Provided
Reference Count: 70
ISSN: ISSN-0022-2984
From Negro Student to Black Superintendent: Counternarratives on Segregation and Desegregation
Horsford, Sonya Douglass
Journal of Negro Education, v78 n2 p172-187 Spr 2009
The purpose of this study is to document the segregated schooling reflections of Black school superintendents and explore how those experiences informed their educational philosophies in the post-desegregation era. Critical race theory is used as a methodological and analytical framework to present participants' reflections of living in segregated communities, going to all Black schools, working to meet the high expectations of parents and teachers, and how those realities shaped their self-concept as Negro students. Study findings support the growing body of literature on valued segregated schools and negative consequences of desegregation on the education of Black students, but its significance lies in the uniquely informed perspectives of the Black school superintendent. It concludes with a discussion of implications for the future of Black education. (Contains 1 table.)
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A