Exposing the White Innocence Playbook of School District Leaders

Bertrand, Melanie; Sampson, Carrie

doi:10.1080/10665684.2021.2021669

Cited by 5 publications

(3 citation statements)

References 32 publications

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“…As principals navigate a world of scarce organizational resources, they must balance various competing priorities (Shores & Loeb, 2016), and even within a single racial group, one set of students’ interests may come into competition with those of another set. Furthermore, minoritized school leaders often have to navigate unsupportive political/organizational environments and to contend with entrenched interests in ways that may push them towards defending or legitimizing status quo practices rather than advancing equity for students (see Bertrand & Sampson, forthcoming). Thus, the presence of a Black or Hispanic principal need not have a uniform effect on the wellbeing of Black or Hispanic students.…”

Section: Discussionmentioning

confidence: 99%

Bureaucratic Beliefs and Representation: Linking Social Identities, Attitudes, and Client Outcomes

Favero

2023

The American Review of Public Administration

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Representative bureaucracy theory posits that the demographic makeup of a bureaucracy can affect how policy is implemented, especially when bureaucrats engage in “active representation” or behavior that directly advances the interests of a particular group in society. It is often assumed that active representation is motivated by the unique beliefs, convictions, or affinities experienced by bureaucrats holding particular social identities. But few studies of representative bureaucracy have attempted to directly measure the attitudes of bureaucrats, and even fewer studies examine whether such attitudes are meaningfully linked to policy outcomes. This study examines the social identities, self-perceived roles, and political preferences of local school administrators in Texas. The results confirm a link between bureaucratic managers’ social identities and distributional policy outcomes, while also suggesting that distinctive bureaucratic attitudes (as observed here) can offer at best a partial explanation for why the social identities of bureaucrats are linked to policy outcomes.

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Section: Discussionmentioning

confidence: 99%

Bureaucratic Beliefs and Representation: Linking Social Identities, Attitudes, and Client Outcomes

Favero

2023

The American Review of Public Administration

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“…Breakdown by Race of U.S. Senators (2022) From this data it is evident that most state legislators, school board members, and superintendents are White and, in the contrary, minorities are not proportionately represented state governor and senate demographic makeup. Bertrand and Sampson (2022) state, "School district leaders past and present have frequently created policies that bolster white supremacy. "…”

Section: Figurementioning

confidence: 99%

“…They describe "white innocence" among school board members in response to the implementation of White-centered curriculum, meaning that while engaging in practices that promote underlying racism, the school board members deny that they are racists (Bertrand & Sampson, 2022).…”

Section: Figurementioning

confidence: 99%

Montessori educators' knowledge and perceptions of critical race theory (CRT) and their receptiveness to incorporate CRT into curriculum and teaching practice

Niemann

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Black communities and individuals exist within a society that is meant to uphold and support White needs, advancement, and opportunity (Hardemon, Hardemon-Jones, & Medina, 2021).Understanding the reason for the inception of Critical Race Theory and its tenets, as well as the role Critical Race Theory plays within the lives of its stakeholders, allows for analysis of the potential gains and disadvantages of inclusion of CRT within classroom discourse (Rogers & Mosley, 2006). Within the debate for and against introduction of Critical Race Theory in education, proponents argue that exploring the lived experiences of all parties throughout history from their perspectives serves to provide a broader and deeper understanding of events under study by all students as those events pose relevance in different ways depending on each student's individual experiences with the subject content (Zirkel & Pollack, 2016). In the alternative, those who oppose inclusion of CRT within classrooms see repercussions that include creating a greater divide between minorities and majorities, placing blame and guilt on white students for past and present events involving oppression by race, and introducing historical events in a manner that opens the possibility for mistruths (Bella, 2022). This narrative study attempted to understand the knowledge and perceptions of Critical Race Theory by Montessori educators, and their willingness to include CRT within their curricula and teaching practices. The study consisted of five participants, all of whom are Montessori educators, each engaging in two interviews. The interviews were guided by the following research questions; 1. What is the participant's knowledge of and experience(s) with Critical Race Theory? 2.What is the participant's opinion of inclusion of Critical Race Theory within Montessori curriculum and instruction? 3. What are the reasons for the participant's stated opinion of inclusion of Critical Race Theory within curriculum and instruction? The use of in-vivo coding and analytic memos 3 were employed to examine the detailed experiences of the participants, through which each participant's knowledge and perceptions of Critical Race Theory were ascertained. It further sought to gain insight from the participants regarding their willingness to include Critical Race Theory as a lens for instruction into their curricula and teaching practices. The participants were found to possess varying degrees of knowledge of Critical Race Theory as extracted from the descriptions of their life experiences and/or formal acquisition of knowledge of CRT. Regardless of level of knowledge, all participants agreed that Critical Race Theory should be included in curriculum and instruction as a means for creating an inclusive and equitable learning environment as well as the global goal of dismantling systemic racism.

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Resisting racialized organizational practices: A case study of Black community-centered engagement

Downing

2024

Equity & Excellence in Education

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Exposing the White Innocence Playbook of School District Leaders

Cited by 5 publications

References 32 publications

Bureaucratic Beliefs and Representation: Linking Social Identities, Attitudes, and Client Outcomes

Bureaucratic Beliefs and Representation: Linking Social Identities, Attitudes, and Client Outcomes

Montessori educators' knowledge and perceptions of critical race theory (CRT) and their receptiveness to incorporate CRT into curriculum and teaching practice

Resisting racialized organizational practices: A case study of Black community-centered engagement

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