Teacher Expectations and Principal Behavior: Responding to Teacher Acquiescence

Abstract

This study investigates the relationship between low teacher expectations and principal behavior. The researcher investigated why some teachers seem to acquiesce, or make deals and 'give in,' to student disengagement. After a twoyear ethnographic study in an alternative school for at-risk Black students, the author found that White teachers are more likely than Black teachers to engage in deal-making with students, whereby Black students were allowed to academically and socially disengage. However, another finding of this research was that the school leader-armed with a vision to combat racism and advocate for childrenimposed on his staff a policy that required them to socially and academically engage these Black, at-risk students. Implications for school leaders and teachers of at-risk, alternative school children are presented.

Culturally Responsive School Leadership

“…In our synthesis of the literature below, we also mention the interconnectedness of the strands, and we note the importance for other researchers to further refine this body of literature. Is committed to continuous learning of cultural knowledge and contexts (Gardiner & Enomoto, 2006) Developing teacher capacities for cultural responsive pedagogy (Ginsberg & Wlodkowski, 2000;Voltz, Brazil, & Scott, 2003) Accepting indigenized, local identities (Khalifa, 2010) Developing meaningful, positive relationships with community (Gardiner & Enomoto, 2006;Walker, 2001) Displays a critical consciousness on practice in and out of school; displays self-reflection (Gooden & Dantley, 2012; Collaborative walkthroughs (Madhlangobe & Gordon, 2012) Building relationships; reducing anxiety among students (Madhlangobe & Gordon, 2012) Is a servant leader, as public intellectual and other roles (Alston, 2005;Gooden, 2005; Uses school data and indicants to measure CRSL (Skrla, Scheurich, Garcia, & Nolly, 2004) Creating culturally responsive PD opportunities for teachers (Ginsberg & Wlodkowski, 2000;Voltz et al, 2003) Modeling CRSL for staff in building interactions (Khalifa, 2011;Tillman, 2005) Finding overlapping spaces for school and community (Cooper, 2009;Ishimaru, 2013;Khalifa, 2012) Uses parent/community voices to measure cultural responsiveness in schools (Ishimaru, 2013;...…”

“…Khalifa (2011) made this point as he described a leader who regularly mentored a teacher who was exclusionary toward low-income, minoritized students. When the teacher showed little desire to change, the principal began directly challenging the teacher's exclusionary behaviors.…”

Critical Change for the Greater Good

“…Names and challenges racism and other forms of injustice Commitment to the education of African American children, challenging racism, compassion for and understanding of the their students and communities, empowering students by helping them to identify alternative behaviors when faced with confrontational situations, advocating for students, setting high standards for themselves, teachers, and students; and having confidence in the ability of African-American children to learn (Case, 1997; also see Lomotey, 1987Lomotey, , 1989Lomotey, , 1990Khalifa, 2011;Morris, 1999Morris, , 2004Pollard, 1997;Reitzug & Patterson, 1998) *Foundations are of critique and promise of "anti-racist, anti-sexist, anti-homophobic, and responsive to class exploitation" practices; leaders of this kind live with tension and challenge as a result of exercising moral courage and activism…”

“…Findings from these and subsequent studies by scholars interested in the leadership practices of Black principals indicate a number of what can be considered culturally responsive leadership behaviors. Some of these include the demonstrated commitment of the principals to the education of African American children, and to challenging racism; their compassion for and understanding of their students and communities; their desire to empower students by helping them identify alternative behaviors when faced with confrontational situations; their efforts to advocate for students, setting high standards for themselves, their teachers, and students; and their confidence in the ability of African American children to learn (Case, 1997;Khalifa, 2011;Lomotey, 1987Lomotey, , 1989Lomotey, , 1990Morris, 1999Morris, , 2004Pollard, 1997;Reitzug & Patterson, 1998). In other words, grounded by their own experiences and their knowledge of their communities, Black principals who provide leadership in predominantly Black communities lead with a practical and lived compassionate understanding of their communities (Gooden, 2005) coupled with the expectation of high academic achievement for their students.…”

Preparing School Leaders to Confront Opportunity Gaps in Suburban Districts

“…Stereotypes and ideologies held by educators can make their way into curricular choices, teachers' willingness to work persistently with certain students, disciplinary practices, teachercounselor referrals to special education, and recommendations for gifted and talented programs (Boykin & Noguera, 2011;Chamberlain, 2005;Gilberto, 2003;Reyna, 2008). Multiple studies indicate that cultural misunderstandings and stereotypes cause many White teachers to have lower expectations for their students of color and experience classroom conflict around communication and behavior (Chamberlain, 2005;Delpit, 2006;Diamond, 2006;Gay, 2002;Gilberto, 2003;Khalifa, 2011;Lewis-McCoy, 2016;Reyna, 2008). In addition, bias by school communities against immigrant and undocumented students can lead to negative assumptions about, and resentment against, students and families needing special resources (Cooper, 2009;Suárez-Orozco et al, 2011).…”