Battling inertia in educational leadership: CRT Praxis for race conscious dialogue

Agosto, Vonzell; Karanxha, Zorka; Bellara, Aarti P.

doi:10.1080/13613324.2014.885420

Cited by 12 publications

(15 citation statements)

References 59 publications

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“…Finally, as noted in earlier research (Agosto et al, 2015;Karanxha et al, 2014), provosts and department chairs must be more proactive in monitoring the gatekeeping behaviors of faculty. The rate at which students of color are dissuaded from doctoral study (or pursuing the tenure track) is concerning.…”

Section: Discussionmentioning

confidence: 81%

“…While these examples were not positive indicators, they are important to note, as pre-screening processes are a critical component of socialization into the profession. Research shows that women of color may be disproportionately denied from entering doctoral programs (Agosto et al, 2015;Karanxha et al, 2014). Those lacking resolve, mentorship, and/or a full understanding of the hidden curriculum may be led to pursue a path that directs them away from a Ph.D.…”

Section: Dr Jay Continuedmentioning

confidence: 99%

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Black doctoral women: Exploring barriers and facilitators of success in graduate education

Patterson-Stephens

Lane

Vital

2017

HEPE

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The purpose of this phenomenological study was to expand upon extant research and uncover trends observed among Black women who are in pursuit of – or have recently attained – their doctoral degrees within the United States. Exploring the voices of seven women, findings revealed three primary themes: (1) socialization experiences, (2) student success, and (3) challenges. Implications for students, administrators, and faculty are provided.

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Section: Discussionmentioning

confidence: 81%

Section: Dr Jay Continuedmentioning

confidence: 99%

Black doctoral women: Exploring barriers and facilitators of success in graduate education

Patterson-Stephens

Lane

Vital

2017

HEPE

View full text Add to dashboard Cite

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“…In addition, selection onto licensure programmes impacts on the future profile of headship, being an important element of headteacher pipelines (Agosto et al 2015). Karanxha et al (2014) and Boske and Elue (2018) provide thought provoking case studies where projects to increase student diversity are resisted by some teacher educators.…”

Section: What Are the Issues With Extant Provision That Lead To This ...mentioning

confidence: 99%

“…These theories provide 'alternative social justice perspectives'(McCabe and McCarthy, 2005), exploring dimensions such as 'multicultural leadership, feminist leadership, critical African American and Latino leadership traditions' (p.203). Given the US origin of most of this literature, it is not surprising that critical race theory (Ladson-Billings 2009) is central tool associated with theoretical constructs such as racial identity development(Hernandez 2012) whiteness and privilege(Agosto et al 2015;Zarate and Mendoza 2018). These theoretical insights provide a critical framework for the examination of unquestioned beliefs and provide tools to lead to action.…”

mentioning

confidence: 99%

What is the problem? A critical review of social justice leadership preparation and development

Torrance

Forde

King

et al. 2020

Professional Development in Education

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Despite growing interest in social justice leadership and awareness of the need to include this focus in leadership preparation and development, little is understood of practices used to support such commitment. In this article, Bacchi's (2012a) Foucaldian approach is drawn from, to provide a specific means of critically analysing what problem(s) social justice leadership preparation/development is intended to address. Through critical reflexivity, the political dimensions of policy and practice are surfaced. Through this process, key influences of regimes of power are identified, within which leadership development programmes are situated. Considerations for leadership development and school practices foreground the identification of next steps for research.

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“…Lastly, a study by Agosto, Karanxha, and Bellara (2015) further reveals the complexity toward improving the (under)representation of women of color in school principal preparation programs. Agosto and her colleagues used a self-study assessment of the admission procedures of their school's principal certification program to identify several practices that hinder access to the principalship for women of color.…”

Section: Black Female School Leadersmentioning

confidence: 99%

(Re)constructing the Language of the Achievement Gap to an Opportunity Gap

Flores¹

2018

Journal of School Leadership

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This article situates the counternarrative of three African American female school principals and their leadership practices toward equity using a critical race theory framework (CRT). The data come from a larger exploratory study that addressed the understanding of the so-called achievement gap by school leaders. Four prevalent themes emerged through the use of a CRT analysis: (1) Mind-set toward opportunity gap; (2) recognizing issues: race, racism, and interest convergence; (3) holistic approaches toward “Our” students; and (4) the (real) opportunity of loss. I conclude with four contexts for implication for school leadership practice.

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Battling inertia in educational leadership: CRT Praxis for race conscious dialogue

Cited by 12 publications

References 59 publications

Black doctoral women: Exploring barriers and facilitators of success in graduate education

Black doctoral women: Exploring barriers and facilitators of success in graduate education

What is the problem? A critical review of social justice leadership preparation and development

(Re)constructing the Language of the Achievement Gap to an Opportunity Gap

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