Superintendents' Assessment of Hispanic, Latino, and White Job Candidates for a High School Principalship: Effects of Cultural Subdivisions and Student Characteristics

Young, I. Phillip; Young, Karen Holsey; Oto, Todd

doi:10.1080/15700763.2010.493632

Cited by 4 publications

(5 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This result may appear to provide some support for others' findings that factors other than merit-based ones, such as local perceptions of fit, can have a significant impact on administrator selection, often to the disadvantage of female and minority candidates (Baltzell & Dentler, 1983;Bryant, 1978;Cruzeiro & Boone, 2009;Tallerico, 2000). However, Young, Young, and Oto's (2011) finding that minority candidates tend to be favored for principal positions in schools with diverse student bodies suggests that some other explanation for the job offer difference among urban applicants in this study may be more likely. In fact, we noted earlier that minority respondents cited encouragement by professional colleagues as being significantly less important to their decision to pursue administration than nonminority respondents.…”

Section: Discussionsupporting

confidence: 53%

“…As was found for gender, selection committees' perceptions of fit have been reported to disadvantage minority candidates for principal (Baltzell & Dentler, 1983) and superintendent (Tallerico, 2000) positions. I. P. Young, Young, and Oto (2011), in contrast, found that fit with regard to principal candidates' race/ethnicity depends on the context of the position such that minority candidates may be favored over White candidates for administrative positions in schools with diverse student bodies. Similarly, the race/ethnicity of candidates was cited as a factor in administrator selection by principals in DiPaola and Tschannen-Moran's (2003) study, although it is not clear whether minority candidates were viewed favorably or unfavorably by those principals.…”

Section: Personal Context Factorsmentioning

confidence: 97%

See 1 more Smart Citation

Examining the Pipeline Into Educational Administration

DeAngelis

O’Connor

2012

Educational Administration Quarterly

View full text Add to dashboard Cite

Studies show that there are far greater numbers of individuals certified to be educational administrators than of positions requiring such certification. Yet concerns regarding shortages abound, in part because of widespread perceptions of a lack of interest by teachers and administrative certificate holders in administrative work. This study takes a close look at the pipeline into educational administration to determine whether decisions on the supply side, demand side, or both are responsible for the movement (or lack thereof) of individuals into administration. Research Design: This study employs survey and administrative data from 2002 to 2006 to track a sample of administrative certificate earners in Illinois through the pipeline into administrative positions. Using application and job offer information, the authors identify who applied for administrative jobs, received job offers, and accepted administrative positions and assess using logistic regression models factors associated with the decisions of prospective employees and employers in this labor market. Findings: Although a majority of respondents attempted to obtain administrative positions within 2 years of completing administrative certification, a substantially smaller percentage actually became administrators. This study reveals that approximately 30% of eligible respondents are lost at each stage-application, job offer, and job acceptance. Conclusions: Multiple factors contribute to the loss of Article DeAngelis and Kawakyu O'Connor 469 prospective administrators from the pipeline into educational administration. The findings suggest that more job-specific training opportunities and greater support and encouragement throughout the transition process would stem some of the loss of prospective administrators.

show abstract

Section: Discussionsupporting

confidence: 53%

Section: Personal Context Factorsmentioning

confidence: 97%

Examining the Pipeline Into Educational Administration

DeAngelis

O’Connor

2012

Educational Administration Quarterly

View full text Add to dashboard Cite

show abstract

“…Among the eight studies that delved into superintendents’ perspectives, five mentioned that superintendents’ perceptions of principal candidates were subject to cognitive or implicit bias (Fuller et al, 2018; Palmer et al, 2016; Palmer and Mullooly, 2015; Young and Young, 2010; Young et al, 2011), two illustrated the importance of fit between applicants and the community (Cruzeiro and Boone, 2009; Hooker, 2000), and one noted the importance of applicants’ communication skills (Rammer, 2007).…”

Section: Resultsmentioning

confidence: 99%

“…Fuller et al (2018) found that at the hiring stage, schools in districts with a female superintendent are more likely to hire female principals compared with schools in districts with a male superintendent. Moreover, Young et al (2011) found that although applicants may be equally qualified, superintendents may view their qualifications differently depending on the characteristics of the school’s student body. Having asked principals to recount their recruitment experiences, Palmer and Mullooly (2015) found that around one-third of their study’s participants mentioned experiencing a non-merit-based selection process in which they identified their relationship with the hiring committee as the most important factor.…”

Section: Resultsmentioning

confidence: 99%

Recruitment and selection of principals: A systematic review

Lee¹,

Mao²

2020

Educational Management Administration & Leadership

View full text Add to dashboard Cite

School principals play an invaluable role in schools’, teachers’, and students’ success; therefore, it is of particular importance that we learn, through empirical research, about the factors related to recruiting and selecting school principals. This study critically reviewed 64 empirical literature studies that were published in the United States over the past 2 decades on the topic of principal recruitment and selection. The present study examined the characteristics of the individuals who apply and are selected to join the principal workforce, as well as the characteristics of the schools and/or districts that attract potential candidates. The topics identified in the review are gender, race, qualifications, and intrinsic motivation at the individual level, as well as school locale, student characteristics, financial incentives, working conditions, superintendents, and hiring practices at the organizational level. Though hiring is a two-way interactive process, the literature to date has paid little attention to the process and practices that lead to recruiting and hiring effective school leaders. This paper concludes with a discussion about the trends that are recognizable in the existing work on principal recruitment and selection, and the practice and policy implications of the study’s review.

show abstract

“…There is also some evidence, although far more limited, that this is the case for assistant principals (Young & Fox, 2002). Moreover, some research suggests that minority candidates are more likely to be favored for positions in schools with more minority students, regardless of the level of representational bureaucracy at higher levels in the organization (Young, Young, & Oto, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

A Dream Attained or Deferred? Examination of Production and Placement of Latino Administrators

Crawford

Fuller

2015

Urban Education

View full text Add to dashboard Cite

More work is needed to engage the talents and empower Latino students to reach their full academic potential. We suggest that one potential cause for Latino student underperformance is the underrepresentation of Latino school leaders. Research suggests that school leaders who understand the cultural background and lived experiences of students tend to be more effective in improving student outcomes. This study explores the production and placement of Latino school leaders in Texas over two decades, and whether Latino educators who have obtained principal certification are as likely as their White peers to obtain a school leadership position.

show abstract

Superintendents' Assessment of Hispanic, Latino, and White Job Candidates for a High School Principalship: Effects of Cultural Subdivisions and Student Characteristics

Cited by 4 publications

References 29 publications

Examining the Pipeline Into Educational Administration

Examining the Pipeline Into Educational Administration

Recruitment and selection of principals: A systematic review

A Dream Attained or Deferred? Examination of Production and Placement of Latino Administrators

Contact Info

Product

Resources

About