‘What you see is [not always] what you get!’ Dispelling race and gender leadership assumptions

Reed, Latish C.; Evans, Andrea E.

doi:10.1080/09518390802297797

Cited by 35 publications

(26 citation statements)

References 26 publications

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“…However, some articles caution against relying on generalizations about black educators (Lomotey, 1993;Reed & Evans, 2008;Tillman, 2004). They reflect a new generation of scholars that build on the reviewed educational tradition but argue for a more complex understanding of the role of race and its interaction with other social identities such as gender.…”

Section: Exploring Individual Race-ethnicity As a Personal Resourcementioning

confidence: 99%

“…Research on black leadership in school contexts (e.g, Lomotey, 1993;Reed & Evans, 2008;Tillman, 2004) illustrates the benefits of incorporating a power analysis. This work offers exemplars of rich, textured understandings of how leaders constructed their leadership and made sense with parents, teachers and students of an adverse environment characterized by blatant inequalities disadvantaging the black community.…”

Section: From Acknowledging Power To a Power Analysismentioning

confidence: 99%

“…They focus on the response of leaders to rapid demographic change (Evans, 2007), explore responses to racialized environments through leadership enactments (Kezar, 2000;Loder, 2005;Lomotey, 1993;Tillman, 2004) or challenge interpretations of these enactments based on one single identity marker like race (Reed & Evans, 2008). Other studies, in management, document explicit efforts to shape representations of race-ethnicity in these environments (Foldy, Goldman, & Ospina, 2008;Ospina & Su, 2009).…”

Section: Introducing Power To Connect Collective Meanings Of Race-ethmentioning

confidence: 99%

“…Some scholars do take note and explicitly caution against generalizations about black educational leaders in studies that only consider race. For example Reed and Evans (2008) critique two assumptions behind the idea of a "blanket" black cultural approach to leadership. First-that all African American leaders have different values and attitudes from white leaders and that they will tend to empathize with black students, and second-that all female black leaders are more nurturing than other leaders.…”

Section: Introducing Power To Connect Collective Meanings Of Race-ethmentioning

confidence: 99%

See 3 more Smart Citations

A critical review of race and ethnicity in the leadership literature: Surfacing context, power and the collective dimensions of leadership

Ospina

Foldy

2009

The Leadership Quarterly

205

203

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Section: Exploring Individual Race-ethnicity As a Personal Resourcementioning

confidence: 99%

Section: From Acknowledging Power To a Power Analysismentioning

confidence: 99%

Section: Introducing Power To Connect Collective Meanings Of Race-ethmentioning

confidence: 99%

Section: Introducing Power To Connect Collective Meanings Of Race-ethmentioning

confidence: 99%

See 2 more Smart Citations

A critical review of race and ethnicity in the leadership literature: Surfacing context, power and the collective dimensions of leadership

Ospina

Foldy

2009

The Leadership Quarterly

205

203

View full text Add to dashboard Cite

“…Often leaders of such schools are selected because they appear to be similar (racially) to the student population (Brown 2005;Reed and Evans 2008). In addition, it is assumed that these leaders possess a level of understanding of the issues that plague students who are racially similar (Foster 2005;Gooden 2005).…”

mentioning

confidence: 99%

Leading through the challenge of change: African-American women principals on small school reform

Peters

2012

International Journal of Qualitative Studies in Education

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The effects of teacher–child racial congruence, child race, and emotion situation knowledge on teacher–child relationships and school readiness

Garner

Shadur

Toney

2021

Psychology in the Schools

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We examined whether teacher–child racial congruence and child race moderated the association between children's emotion situation knowledge and the dimensions of teacher–child relationship quality (i.e., closeness, conflict, and dependency). We also investigated these dimensions as mediators linking emotion situation knowledge and later school readiness. Participants were 303 White and African American preschoolers and their teachers who were also racially diverse. For White preschoolers, teacher–child closeness was more likely and teacher–child conflict and dependency were less likely when their teachers matched them in race. For African American children, teacher–child conflict and dependency were more likely when their teachers matched them in race. Emotion situation knowledge and teacher–child closeness were positively related to later school readiness. Findings are discussed in the context of recommendations for policies and practices encouraging culturally responsive, equitable, and positive social–emotional instructional approaches that motivate, support, and sustain positive teacher–child relationships in early childhood classrooms.

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‘What you see is [not always] what you get!’ Dispelling race and gender leadership assumptions

Cited by 35 publications

References 26 publications

A critical review of race and ethnicity in the leadership literature: Surfacing context, power and the collective dimensions of leadership

A critical review of race and ethnicity in the leadership literature: Surfacing context, power and the collective dimensions of leadership

Leading through the challenge of change: African-American women principals on small school reform

The effects of teacher–child racial congruence, child race, and emotion situation knowledge on teacher–child relationships and school readiness

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