Educational leadership and racism: Second-generation segregation in an urban high school

Brooks, J, Arnold, N and Brooks, M 2013, 'Educational leadership and racism: Second-generation segregation in an urban high school', Teachers College Record, vol. 115, no. 11, pp. 1-27.


Document type: Journal Article
Collection: Journal Articles

Title Educational leadership and racism: Second-generation segregation in an urban high school
Author(s) Brooks, J
Arnold, N
Brooks, M
Year 2013
Journal name Teachers College Record
Volume number 115
Issue number 11
Start page 1
End page 27
Total pages 27
Publisher EBSCO Publishing
Abstract Background/Context: In-school racial segregation, also called second-generation segregation, is a social dynamic that is manifest in different and complicated ways in schoolhouses across the United States. This study sought to investigate how building-level leadership facilitates or impedes the practice of racial equity in an urban high school, from teachers' and administrators' perspectives. Purpose: The primary purpose of this exploratory study was to investigate how educational leaders perceive and influence second-generation segregation in urban secondary schools. Research Design: As the purpose of the study was to ascertain leaders' perspectives, we followed a dialogic methodological approach used in studies seeking to investigate similar perceptual phenomena. This methodology emphasizes both personal narrative and dialogue. This study took place in a single urban high school in the southeastern United States over the course of two academic years. Conclusions/Recommendations: The study revealed that both formal and informal leadership influenced second-generation segregation in the school. The authors conclude with recommendations for improving future research focusing on the topic and with recommendations for improved practice.
Subject Educational Administration, Management and Leadership
Keyword(s) Educational Leadership
Racism
Segregation
Copyright notice Copyright © by Teachers College, Columbia University
ISSN 0161-4681
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