2002
DOI: 10.1207/s15327930pje7701_2
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Teachers' Perceptions of African American Principals' Leadership in Urban Schools

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Cited by 16 publications
(6 citation statements)
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“…Because of the cultural differences that resulted between the European American teachers and them, principals felt they had to prove they were competent as instructional leaders. African American principals experienced what Jones (2002) referred to as “image management” concerns. When persons of color enter into a leadership position in a predominantly white context, they have to deal with perceptions of being qualified.…”
Section: Resultsmentioning
confidence: 99%
“…Because of the cultural differences that resulted between the European American teachers and them, principals felt they had to prove they were competent as instructional leaders. African American principals experienced what Jones (2002) referred to as “image management” concerns. When persons of color enter into a leadership position in a predominantly white context, they have to deal with perceptions of being qualified.…”
Section: Resultsmentioning
confidence: 99%
“…An understanding of the ideological and historical background of SEN, [31] would provide the necessary contextual background. This is a challenging agenda, and concerns have consistently been raised about the preparation of pre-service teachers during their courses [32]. Consequently, Ainscow [33] posed the question, "Is there a properly funded staff development and training strategy that recognizes the importance of continued professional development and ensures that all of its members of staff are provided with awareness raising and role-specific training opportunities on inclusive issues?"…”
Section: Fig 1 Framework Of the Studymentioning
confidence: 99%
“…They also describe unique barriers that Black educational leaders face in their jobs as well as coping strategies and a frequent reliance on spirituality in their jobs (Lomotey, 2019; Mabokela & Madsen, 2005; Witherspoon & Taylor, 2010). Black teachers can develop unique bonds with Black principals that produce particularly open communication and high levels of trust (Jones, 2002). One study comparing a set of Black and White school administrators found that the White administrators—despite expressing a desire to hire minoritized teachers—typically lacked cultural competence and adopted a “color blind” approach that avoided explicitly addressing issues of race within their schools (Mabokela & Madsen, 2005).…”
Section: Principals’ Effects On Racial Equity Within Schoolsmentioning
confidence: 99%