Perspectives on the Urban School Principalship

Cistone, Peter J.; Stevenson, Joseph Martin

doi:10.1177/0013124500324001

Cited by 11 publications

(14 citation statements)

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“…Over the years, educational researchers have tried to explain why patterns of social chaos and inequity tend to surface in poor, minority schools (Anyon, 1997;Kozol, 1991;Noguera, 1996;Oakes, 1985). Cistone and Stevenson (2000) confirm in their report on the urban school principalship: Urban school leadership requires the principal to understand the long-range effects of poverty, the disparities rampant in local school funding procedures, the impact of neighborhood unemployment on crime within the school, the necessity of interagency collaborations, and causal factors for low parental involvement.…”

Section: Illusionary Opportunitiesmentioning

confidence: 99%

African American Women Principals in Urban Schools: Realities, (Re)constructions, and Resolutions

Bloom

Erlandson

2003

Educational Administration Quarterly

139

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The metaphor of visibility and its counterpart, invisibility, are paired throughout the article in an attempt to characterize the world of three African American women administrators as they struggle for equitable recognition-visibility-within the field of education. Using a naturalistic inquiry advocacy approach, analyses of in-depth interviews revealed portraits of women emerging from the visible absences, illusionary opportunities, and imaginary schools with stories of strength, identity formation, and a collective consciousness in working for and with the Black community in urban schools. Implications of this study for leadership theory, research, and practice are offered.

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Section: Illusionary Opportunitiesmentioning

confidence: 99%

African American Women Principals in Urban Schools: Realities, (Re)constructions, and Resolutions

Bloom

Erlandson

2003

Educational Administration Quarterly

139

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show abstract

“…Principals in urban elementary schools face challenges intrinsic to urban settings, such as diverse social, economic, and political factors (Cistone & Stevenson, 2000;Cooley & Shen, 2000;ZaragozaMitchell, 2000). Socioeconomic issues, most particularly, influence the way in which principals lead such diverse school settings (Lyman & Villani, 2004;Riehl, 2000).…”

Section: The Changing Role Of Urban Elementary Principalsmentioning

confidence: 99%