Pre-Brown African American School Leadership Paradigm: A Conceptual Model

This research answers the question, “How did pre-Brown African American school leaders lead their schools?” After conducting a metasynthesis on the leadership practices of pre-Brown African American school leaders, I constructed the Pre-Brown African American School Leadership Paradigm (PAASLP) and...

Full description

Saved in:
Bibliographic Details
Published in:Journal of school leadership 2022-11, Vol.32 (6), p.636-657
Main Author: Croft, Sheryl J.
Format: Article
Language:English
Subjects:
African American Students
African Americans
Aspiration
Barriers
Critical Race Theory
Desegregation Litigation
Educational Environment
Educational History
Educational Improvement
Expectation
Extracurricular Activities
Instruction
Leadership Styles
Networks
Principals
Racial Segregation
Resilience (Psychology)
Role of Education
School Responsibility
Social Justice
United States History
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This research answers the question, “How did pre-Brown African American school leaders lead their schools?” After conducting a metasynthesis on the leadership practices of pre-Brown African American school leaders, I constructed the Pre-Brown African American School Leadership Paradigm (PAASLP) and model. The PAASLP describes a paradigm that bridges a gap between under-researched leadership beliefs, goals, and practices of pre-Brown African American school leaders during segregation and up through desegregation. Aspirational beliefs were grounded in the assertion that through an exemplary education student could develop the skills to move beyond the segregated society and aspire to a different life free from imposed barriers. Resistant beliefs focused on practices designed to prepare students to engage and participate fully in democratic citizenship and to resist the constraints of the society in which they lived. This emergent paradigm offers a basis for African American school leaders’ student-centered leadership as an alternative to contemporary leadership paradigms focused primarily on accountability.
ISSN:1052-6846
2631-9659
DOI:10.1177/10526846221093622