This article examines the educational leadership of the first African American female principal in Richmond, Virginia: Mrs. Ethel Thompson Overby. It seeks to ascertain, through a historical framework utilizing critical race theory, how this particular educational and instructional leader conceptualized academic achievement given the context of segregation, known for its lack of resources, physical inadequacies of facilities, underfunded schools, underpaid teachers, and limited social, political, and economic power of students and their communities. More important, this research assesses what measures Overby as a school leader developed to foster the academic achievement and excellence of urban African American youth at the Elba School. We argue that this research documents how one African American female principal and her teachers conceptualized achievement beyond test scores to include other measures of achievement, such as educational access, critical and cultural literacy, community engagement and empowerment, citizenship education, and equal opportunity and success of the whole individual beyond standardized tests scores such as reading. It is hoped that today's educational leaders can learn from Overby's fostering of purposeful outcomes intended to thwart the institutional structures of racism while empowering the individual and community to view achievement as equal access and opportunity. from the popular press to the nightly news, everyone appears to understand that there is an achievement gap between White and Black youth. While the mainstream media seeks to address the depth of the situation through sound bites, scholars have chosen to seek the cause of the achievement gap
This ethnodrama examines how two African American women experience racism in the academe. Both scholars examine the social/political context of racism in higher education and its manifestation in institutional practices. Both authors seek to "speak truth and shame the devil" by examining institutional responses to the racism they encounter in their courses. The authors conclude by sharing how educational leaders, particularly chairs, deans, and other academics can address racism institutionally.
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