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Despite evidence highlighting the crucial role of principals in driving school change and creating equitable learning environments, there remains a need for more robust research and operational guidance concerning principal anti-racist leadership development and practice. Recent studies have indicated Principals were not only unprepared to lead in schools with predominantly minoritized students and unable to articulate meaningful discourse around racial equity and implement policy that would respond to racial issues, but they also had not received anti-racist leadership preparation and support. (Gooden & O’Doherty, 2015; Khalifa et al., 2016; Miller, 2021; Young et al., 2010). Therefore, the purpose of this exploratory study is to partly address this issue and contribute to the existing body of research on principal anti-racist leadership development and practice. I posed the following questions to guide my research: 1. How do urban secondary school principals say they have been prepared and supported to be anti-racist leaders? 2. How, if at all, do these principals say they implemented anti-racist practices in their schools? 3. How, if at all, do these principals say it is having impact on reducing racial disparities in their schools? This study examines principal perceptions and experiences receiving preparation and support to be anti-racist leaders, and the extent to which it may be used to inform practice and pedagogy for reducing racial disparities in schools. Specifically, as six principals attempt to enact anti-racist leadership in low-income urban secondary school settings serving a majority of students of color, this study utilizes insights from Welton et al. (2018) and draws upon a significant body of literature to examine their journey, reflecting on their anti-racist leadership development, practice, and impact. This study draws on the essential nature of anti-racist leadership, which involves recognizing the significance of race within educational settings, elevating racial awareness, and actively working towards dismantling racial disparities (Aveling, 2007; Brooks & Watson, 2019; Diem & Welton, 2020; Lewis et al., 2023). It examines racial identity development and self-reflection as integral components of anti-racist leadership preparation and development, and classifies participants’ interview data according to Cross’ (1995) The Psychology of Becoming Black" (Tatum, 1997) racial identity model and Helm’s (1995) White racial identity model. The study further explores the extent to which participants engage in anti-racist leadership practices and how they say it is having impact on reducing racial disparities in schools, by referencing Welton et al.'s (2018) anti-racist leadership conceptual framework. This framework, encompassing both individual and systemic levels - attitudes, beliefs, policies, and practices - guided my investigation into informing anti-racist principal practice for reducing racial disparities in schools. The study concludes by theorizing how its findings can be used to better understand the intersection between principals’ anti-racist leadership development, practice, and impact. This study is significant because it contributes towards operationalizing Welton et al.’s (2018) anti-racist leadership conceptual framework, elucidating principal anti-racist preparation, development, and practice, and methods to accomplish it. By investigating the extent to which participants engage in anti-racist leadership practices and their impact on reducing racial disparities within schools, this research offers practical insights for advancing racial equity in predominantly Black and Brown secondary schools. Such contributions not only provide valuable guidance for current principal anti-racist leadership practices, but may also spark new thinking and approaches for further research and ongoing efforts towards systemic improvement in anti-racist educational leadership.

Research demonstrates that Black students deserve teachers who utilize culturallyresponsive pedagogy (CRP) and antiracist pedagogy to offer a high-quality education that is both engaging and affirming of their culture and life experiences. Unfortunately, many Black students are instead forced to navigate schools that do not center their culture or ways of knowing, but rather perpetuate the racism embedded within the U.S. education system. In suburban schools in particular, Black students rarely have access to teachers who represent their racial and cultural backgrounds, and this lack of representation and understanding amplifies the need for CRP and antiracist pedagogy. Further, existing research shows that preservice and current teachers rarely have access to the training and staff development that would prepare them to utilize these pedagogies (Warren, 2018). To offer the field more understanding about how teachers become culturally responsive and antiracist, this study explores the process that suburban public school teachers progress through to adopt these pedagogies, and the factors that inform this process. This study is informed by a theoretical framework that includes critical race theory, BlackCrit, and sociocultural context, and builds on the existing scholarship on Black students’ schooling experiences, teacher-student relationships, and CRP and antiracist pedagogy. Drawing on this existing research, I utilized qualitative data to explore suburban teachers’ perspectives, experiences and sense-making related to the process of becoming culturally responsive and/or antiracist. I conducted one-on-one interviews with 15 teachers who represent different racial/ethnic backgrounds, as well as a range of grade levels (K-12) and academic subjects. The participants all self-identify as educators who are committed to becoming culturally relevant and/or antiracist educators. They currently teach, or previously worked directly with, Black students in public suburban schools in the NYC metro area. The data from this study yielded three major takeaways. First, I found that the process of becoming a teacher who embodies culturally responsive and antiracist pedagogies is a journey that is informed by several factors, including lived experiences, key people that influence growth, and exploration of one’s own racial identity. To offer a clear illustration of how teachers progress through this process, I map the journey by offering specific details about the perspectives and practices that align with the beginning, middle and advanced phases of the journey. Importantly, this journey is nonlinear and unending, as being culturally responsive and antiracist requires continual learning and growth. Second, I find that strong teacher-relationships based in care play a key role in my participants’ journeys to adopting culturally responsive and antiracist pedagogies. I also find that teachers utilize unique approaches when demonstrating care and building relationships with Black students, as the teachers understood that Black students have unique experiences in school settings, especially those in suburban contexts. Further, I found that several factors inform teachers’ relationship-building approaches, with personal experiences and relationships being the most impactful. Importantly, I also find that when teachers work to build strong teacher-student relationships while also progressing through their journeys to adopting CRP and antiracist pedagogy, the relationships and pedagogies reinforce one another. The last key finding from this study explores the barriers that teachers encounter in their journeys to adopting culturally responsive and antiracist pedagogies. While the data demonstrated that several participants have successfully progressed through the journey to the point where they can now effectively implement CRP and antiracist pedagogy, I found that participants also faced two major barriers that impede their ability to effectively implement these pedagogies within their school contexts. The first barrier is the lack of focus on CRP and antiracist pedagogy in both teacher education and professional development sessions, including a lack of focus on the connection between student-teacher relationships and these pedagogies. The suburban contexts that the participants work within pose a second barrier, as the environments are rarely welcoming or conducive to work intended to advance racial equity. This study’s findings point to several implications for the field, including a need for changes to policy and practice, as shifting our schools toward becoming culturally responsive and antiracist requires significant support and resources. The findings also point to several opportunities for future research to further build the field’s knowledge about preparing teachers for CRP and antiracist pedagogy. Once our field knows more about this process, research such as this will help to better prepare teachers to offer Black students a high-quality education.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2004. / Title from second page of PDF document. Includes bibliographical references (p. 168-208).

The purpose of this study was to examine and describe the relationship between a school's percentage of African American students enrolled and the placement of an African American principal for all of Florida's K-12 traditional public schools during the academic year 2010-2011. This study also sought to determine if this relationship was moderated by each school's level, size, letter grade, socioeconomic status (FRL), gender of principal, as well as gender and race of the presiding district superintendent. Lastly, the relationship between each moderator variable and the placement of African American principals was examined. The ultimate objective was to determine if limited opportunities still widely exist in the placement of African American principals throughout Florida. ... From a legal perspective, although Brown and its progeny of civil rights laws valiantly set out to eliminate race and racism from schools and in the workplace, the findings revealed that race continues to be a factor in determining inequity in principal placements. / by Leo Nesmith, Jr. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-09T10:24:50Z No. of bitstreams: 1 Elenir Fagundes Santos Freitas.pdf: 1249516 bytes, checksum: ca5dfd56a7211ccaf4c39bc378c42cad (MD5) / Made available in DSpace on 2018-11-09T10:24:50Z (GMT). No. of bitstreams: 1 Elenir Fagundes Santos Freitas.pdf: 1249516 bytes, checksum: ca5dfd56a7211ccaf4c39bc378c42cad (MD5) Previous issue date: 2018-09-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The school management team’s role is fundamental for the construction of the pedagogical-political project. Mobilizing educators so that they reflect upon how racial relations are configured in the school environment, stimulating the construction of new learning in the ethnic-racial field, contributes to overcoming racism in school and quality education. The present research has as objective to apprehend the meanings attributed by management teams regarding racial equality relations in the school environment, having as locus two municipal schools in São Bernardo do Campo. Semi-structured interviews were carried out with two management teams (school principals and school pedagogical coordinators) for this study. The study was outlined from the literature review of researchers like Munanga (2005), Gomes (2012), Ribeiro (2018) and Ronca (2016), settled in the methodological and theoretical reasoning of sociohistorical psychology (BOCK, 2009) and supported by dialectical-historical materialism method. During the interview, the management teams’ meanings concerning racism phenomenon in Brazilian society and how racial relations are established in the school environment, the activity carried out by educators in the ethnic-racial field, as well as possibilities for overcoming the phenomenon in school are discussed. The analysis was conducted through the development of the pre-indicators, indicators and Nuclei of Meaning from Aguiar and Ozella (2006). From the narratives, it was identified that racism in the school environment presents itself in a veiled, naturalized way or reduced to bullying. There is an absence of reflection on the subject at school, and an omission regarding the care provided to black children who experience racial inequality. Racial conflicts are resolved without reflecting on their causes and there is also an absence of regards toward the ethnic-racial field in textbooks, legitimizing racism in the school space. Other findings reveal the importance of unveiling the phenomenon in the school space through the training of educators. The development of work with the theme on a day-to-day basis and attention to the care provided to children who undergo racial slurs were pointed out. It was also revealed that the LDB implementation through the law 10639/3, contemplating African-Brazilian and African history and culture contents in the pedagogical-political project, expands the cultural capital of children and enables the overcoming of racism at school / O papel da equipe gestora é fundamental na construção do projeto político pedagógico. Mobilizar os educadores para que reflitam sobre como se configuram as relações raciais no ambiente escolar, estimulando a construção de novas aprendizagens no campo étnico-racial, contribui para a superação do racismo na escola e uma educação de qualidade. A presente pesquisa tem por objetivo apreender as significações constituídas pelas equipes gestoras quanto às relações de igualdade racial no ambiente escolar, tendo como lócus duas escolas municipais de São Bernardo do Campo. Para este estudo foram realizadas entrevistas semiestruturadas com duas equipes gestoras (diretoras escolares e coordenadoras pedagógicas). O estudo foi delineado a partir da revisão de literatura de pesquisadores como: Munanga (2005), Gomes (2012), Ribeiro (2018) e Ronca (2016), ancorado no pressuposto teórico-metodológico da psicologia sócio-histórica (BOCK, 2009) e fundamentado no método materialista histórico dialético. Durante a entrevista discorre-se sobre as significações das equipes gestoras quanto ao fenômeno do racismo na sociedade brasileira e como se constituem as relações raciais no ambiente escolar, sobre a atividade realizada pelos educadores no campo étnico-racial, bem como sobre possibilidades para a superação do fenômeno na escola. A análise foi realizada através da elaboração de pré-indicadores, indicadores e Núcleos de Significação de Aguiar e Ozella (2006). A partir das narrativas, identificou-se que o racismo no ambiente escolar se apresenta de forma velada, naturalizada ou reduzida ao bullying. Há uma ausência de reflexão sobre o tema na escola e omissão quanto aos cuidados para com as crianças negras que vivenciam a desigualdade racial. Os conflitos raciais são resolvidos sem reflexão sobre suas causas e também há ausência de olhares no campo étnico-racial nos livros didáticos, legitimando o racismo no espaço escolar. Outros achados revelam a importância de desvelar o fenômeno no espaço escolar por meio da formação dos educadores. A realização do trabalho com o tema no dia-a-dia e a atenção ao cuidado com as crianças que passam por injúrias raciais também foram apontadas. Ainda foi revelado que a implementação da LDB através da lei 10639/3, contemplando os conteúdos de história e cultura afro-brasileira e africana no projeto político pedagógico, amplia o capital cultural das crianças e possibilita a superação do racismo na escola

Mode of access: World Wide Web. / Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references. / Electronic reproduction. / Also available by subscription via World Wide Web / x, 243, 14, [20] leaves, bound forms 29 cm

Indiana University-Purdue University Indianapolis (IUPUI) / With over 40 years of research on the well-documented issue of racial disparities in school discipline, scholars have begun to explore a plethora of plausible causalities for this phenomenon. Recent literature on the causal agents have centered on cultural differences and/or racial prejudices held by educators. Building from this emerging logic, this dissertation specifically focused on the disposition (e.g. enduring traits, character type, mentality, and temperament) of educators and its influence, if any, on discipline-related outcomes. Additionally, this exploratory study sought to build a conceptual map for future research to explore how educators' dispositions may act as conduits between systemic racism and the historic racial disparities in discipline-related outcomes. Through an intensive, multiyear embedded case study of four middle schools with both high and low rates of racial disproportionality in school discipline and with the creation and use of the Four Domains, this dissertation explored whether discipline-related outcomes are the result of systemic racism mediated by educators' dispositions. Findings from the analysis suggested the existence of shared characteristics among the dispositions of those categorized as high and low referring. Specific to those findings, trends within low referring teachers suggested that low referring teachers maintain high and consistent expectations of student behavior, but allowed for flexibility in how their discipline response was mediated out among their students. Despite a deferred approach within discipline response, low referring teachers were consistent and did not show favoritism. On the contrary, high referring teachers were inconsistent with their responses and demonstrated biases in actions and beliefs. Accordingly, it was found that high referring teachers held racially deficit beliefs about Black students and their families. Additionally, high referring teachers were more represented by the Four Domains in comparison to lower referring teachers. As a result, findings from the Four Domains support the existence of a causal link among systemic racism, higher referring teachers, and racial disparities in school discipline. In particular, it was found that classroom teachers engage in and hold racially deficit views of Blacks and these same teachers disproportionately refer Black students for out-of-school suspension.

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