Leading While Black

Horsford, Sonya Douglass; James‐Gallaway, ArCasia D.; Smith, Phillip A.

doi:10.4324/9780429331435-12

Cited by 8 publications

(5 citation statements)

References 1 publication

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“…Black school leaders’ disciplinary perspectives and practices are not monolithic by any stretch of the imagination. We find that some Black school leaders will be more empathetic and advocate for Black students (Gooden, 2005; Horsford et al, 2021) whereas other Black school leaders will embody “tough love” as a type of normalized anti-blackness in their disciplinary practices that result in racial disparities (Khalifa, 2015). Other Black school leaders may also be somewhere in the middle of the spectrum, either expressing both philosophies in different contexts or expressing their own self-evolution over time.…”

Section: Discussionmentioning

confidence: 93%

“…In the face of racism and White resistance, Black educational leaders have courageously navigated systems of White supremacy, anti-Blackness, and classism to advocate and provide for the needs of Black students (Horsford et al, 2021; Tillman, 2004). Cultural, ethnic, and racial connection and alignment influence how Black school leaders build relationships and improve Black students’ experience within schools (Tillman, 2004).…”

Section: School Leadership Race and School Disciplinementioning

confidence: 99%

“…Most of the literature on school leadership focuses on White school leaders and lacks the perspective and practices of Black leadership (Gooden, 2005; Horsford et al, 2021). Although prior studies have highlighted the positive impact Black school leaders have on Black students’ lives through understanding, care, relationship building, and developing pathways for greater opportunities (Gooden, 2005; Kinsler, 2011; Lomotey, 1993; Tillman, 2004), little attention has been paid to how school leaders’ race may inform disciplinary practices and outcomes.…”

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confidence: 99%

“…Recent studies illustrate how Black educators positively support Black children through care (de Royston et al, 2017(de Royston et al, , 2021. Black school principals use culturally responsive practices, engage with surrounding communities, have high expectations and high support for Black students, and in general make a positive impact on the lives of Black students (Gooden, 2005;Horsford et al, 2021;Lomotey, 1989;Tillman, 2004;Walker & Byas, 2003), diversity does not necessarily result in justice, as educators and school leaders of color can also perpetuate systems of oppression, anti-Blackness, and White supremacy (Khalifa, 2015).…”

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confidence: 99%

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Moving from pathology to politicized care: Examining Black school leaders' perspectives on school discipline

Welsh,

Sobti

2023

Journal of School Leadership

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School discipline is a significant educational policy and equity issue in K-12 education in the United States due to well-documented racial inequality in students’ disciplinary outcomes and the deleterious effects of exclusionary discipline on academic and adult outcomes. The roles and approaches of school leaders in the production of racial inequality in exclusionary discipline warrant further inquiry. In this qualitative case study, we apply the theoretical lenses of politicized caring and internalized racism to 12 semi-structured interviews with Black principals and assistant principals in an urban emergent district in Southeastern U.S. to examine how Black school leaders make sense of and address racial disparities in school discipline. The findings illustrate that Black school leaders’ disciplinary perspectives and practices are complex with four major themes emerging: (a) deficit thinking and pathologization, (b) internalized racism, (c) politicized care as a disciplinary ideology and (d) politicized care in disciplinary practice. Uplifting the voices of Black school leaders reveals the pervasive nature of racism and the complex ways in which Black educators attempt to dismantle inequitable patterns. The findings highlight the need to create unique support for Black school leaders to enhance their disciplinary practices through mentorship, coaching and professional development.

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Section: Discussionmentioning

confidence: 93%

Section: School Leadership Race and School Disciplinementioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Moving from pathology to politicized care: Examining Black school leaders' perspectives on school discipline

Welsh,

Sobti

2023

Journal of School Leadership

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“…The dual pandemics of COVID-19 and violence experienced by communities of color have eroded the trust between communities and schools (Horsford et al, 2021; Mapp & Bergman, 2021). Therefore, building trust is a critical priority for schools.…”

Section: Implications and Recommendationsmentioning

confidence: 99%

Texting: A simple path to building trust

Bachman¹,

Allen²,

Anderman³

et al. 2022

Phi Delta Kappan

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Middle school brings rapid developmental changes for adolescents, and parent engagement is as essential as ever. However, what worked for parent-teacher partnerships in elementary school doesn’t fit so well in middle school. Adolescents are building their autonomy, and teachers must help empower parents’ efforts to bolster students as independent learners through academic socialization. The authors explore how a brief texting intervention might build trust between teachers and parents, empower parents to support their children, and contribute to students’ confidence and belonging in school. Results indicate that brief communications sent by text may bolster parent engagement efforts in middle school.

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Increasing diversity in leadership: perspectives of four Black women educational leaders in the context of the United States

Johnson

Fournillier

2021

Journal of Educational Administration and History

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Leading While Black

Cited by 8 publications

References 1 publication

Moving from pathology to politicized care: Examining Black school leaders' perspectives on school discipline

Moving from pathology to politicized care: Examining Black school leaders' perspectives on school discipline

Texting: A simple path to building trust

Increasing diversity in leadership: perspectives of four Black women educational leaders in the context of the United States

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