A Study of Lived Experiences of African American Male Principals in Urban Elementary Schools

182 Pages·2017·1.63 MB·English

Bellarmine University
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A Study of Lived Experiences of African American Male Principals in Urban Elementary
Schools
April Brooks
Bellarmine University
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Abstract
The cycle of low performance of African American males continues to eliminate the pool of African
American male educators who can serve as role models for future generations (Hale, 1986; Noguera,
2003). The objective of this dissertation is to understand the lived experience of African-American male
principals post Brown v. Board of Education, and how they perceive their leadership experience
working in an urban elementary school setting by exploring their commitment to black children,
specifically black males. The questions examine the experience of AA male principals, their beliefs,
perceptions, cultural intersections, and use of cultural resources in relation to AA male students. This
qualitative multi-case study utilizes critical race theory and draws on the work of Kofi Lomotey (1987,
1993) and his findings of homophily in African American principals. The five participants were drawn
from a county in the Southeast region of the United States that serves approximately 48,242 elementary
students of which 8,833 are AA male students. Findings are presented as six interrelated themes which
indicate the importance of servant leadership and the ways in which participants emphasized the role of
building relationships with AA male students.
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Acknowledgments
I must first begin by thanking the God for giving me strength, courage, and the patience
to complete this task. My dissertation study is dedicated to my family. My grandfather, Frank Eaves,
who taught me to value education from a young age. To my mother, Karen, and my father, Carey, who
instilled in me a strong work ethic and encouraged me to use my talents as far as they would take me. To
my sister, Tiffany Marshall, who has been a part of this journey from the start as a classmate. She
listened to me when I felt defeated and motivated me to keep down this path. To my three children,
Calvin, Cameron, and Carter my hope is that this work will prompt and push you to reach your dreams
whatever they may be. To my loving husband, Calvin who helped make this possible with his
continuous love and support throughout the writing process. Your understanding, love, and reassurance
has given me strength and will not be forgotten. I would like to acknowledge my in-laws, Layson and
Dorothy Brooks who provided me with words of encouragement and prayer.
I would like to thank my committee for their feedback, knowledge sharing, and commitment to
helping me finish and encouragement to continue publishing. Dr. Dinkins, as my dissertation chair, you
worked tirelessly to help me make a laborious task manageable. You pushed me when necessary and
provided me encouragement when I needed it, and never gave up on me. You valued my work and
provided me opportunities to share it in the formative stages, and I realize that you believed in my work
and how it can contribute to the field. Dr. Daeschner, thank you for being a part of my committee and
sharing your perspective as former superintendent of a large urban district. Your feedback will help me
plan next steps for professional development and future research. Dr. Cooter, you are such a
knowledgeable researcher who shared so much valuable information with me. I will continue to read
based on author recommendations you have given me. Dr. Cleveland, I met you as educational
consultant and you have become such a valuable resource for me throughout my career. I appreciate you
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taking the time to encourage me and provide opportunities for me to grow in the area of cultural
competency through professional development.
Also, my staff at Ramsey Middle School has been an integral part of this process. The teachers
and administrators were my personal cheerleaders and valued this work on equity for all students. I
thank them for their kindness and encouragement along the way, and belief in me.
To my best friend, Keidra King, and my sorority sister, Dr. Ahlishia Shipley, thank for your kind
words and encouragement. You all reminded of my talent and told me all things were possible if I
steadied the course. Thank for your friendship while I was preoccupied with this work!
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Table of Contents
Acknowledgments..................................................................................................................................ix-v
List of Tables .............................................................................................................................................xi
List of Figures……………………………………………………………………………………………..x
Chapter One: Introduction ..........................................................................................................................1
Problem Statement...........................................................................................................................1
Purpose of Study…........................................................................................................................ 6
Significance of the Study................................................................................................................8
Limitations……….........................................................................................................................10
Definition of Terms……….. .........................................................................................................11
Summary……………....................................................................................................................12
Chapter Two: Literature Review ..............................................................................................................13
Reculturing.…………………………….......................................................................................14
Role of the principal……………………………..........................................................................16
Principals as servant leaders..………... ................................................................18
Principals as disciplinarians………………………..….........................................22
Principals’ influence on students...........................................................................25
Instructional Focus…………………………………………………........25
Developing Others……..…...................................................................... 26
Cyclical Problem…………............................................................................................................28
AA male teachers’ commitment to AA boys.........................................................28
Important of Recruitment and Retention of AA teachers............................................................ 30
Myths about AA Males in Higher Education………………………...………………………….34
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Exemplary Programs…………………........................................................................................ 35
University programs............................................................................................. 35
Men equipped to nurture ..................................................................................... 36
Community organizations…………………………............................................ 36
Effective AA male charter schools........................................................................37
Theoretical Framework……......................................................................................................................38
Critical Race Theory…………………………………..................................................................38
Gender and Race Implications in the School Setting.....................................................................42
Characteristics of AA principals………………………………………………………………....44
Homophily…… ............................................................................................................................45
Symbolic Interactionism Theory ...................................................................................................47
Chapter Three: Methodology ....................................................................................................................50
Rationale for Qualitative Methodology ........................................................................................51
Theoretical Lens............................................................................................................................ 52
Critical race theory (CRT).................................................................................... 54
Homophily…........................................................................................................ 55
Symbolic interactionism theory ............................................................................55
Case Study Design…. ...................................................................................................................56
Participant and Sampling Approach..............................................................................................57
Context………………...........................................................................................57
Sampling……..………….…….............................................................................57
Role of the Researcher……………………………….. ................................................................58
Bias…………….………………...........................................................................58
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Validity……………………………………………………………………….....60
Data Collection……. ....................................................................................................................61
Interviews……………..........................................................................................63
Observations….………........................................................................................ 63
Documents…………….........................................................................................64
Focus Groups ……................................................................................................64
Data Analysis…….........................................................................................................................65
Case Profiles……………………….…………………………………………………………….68
Mr. Wilder..…........................................................................................................70
Mr. Jones………………………............................................................................70
Mr. Muncie............................................................................................................70
Mr. Riley…............................................................................................................70
Mr. Roberts............................................................................................................71
Chapter 4: Perception and Experiences of AA principals.........................................................................72
AA Male Principal Experience post Brown vs. Board of Education.............................................75
Leadership Styles ………………..................................................................................................75
Cultural Resources and Intersections ...........................................................................................76
Building Relationships...................................................................................................................79
Building relationships with students .....................................................................79
Building relationships between teachers and AA boys .........................................81
Building relationships with parents.......................................................................83
Caring Conversations.....................................................................................................................87
Effective Communication…..........................................................................................................93
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High Expectations………………...............................................................................................100
Importance of school pledges..............................................................................100
Setting high expectations with teachers...............................................................105
Developing empathy not sympathy.....................................................................109
Empathizing with students to remove barriers............................112
Serving as Role Model.................................................................................................................117
Prioritizing Professionalism….............................................................................119
Expanding the number of male role models........................................................121
Servant Leadership………………………………... …...............................................................124
Emphasis on welcoming parents…….. ...............................................................125
Conclusion to Chapter Four……………….............................................................................................. 68
Chapter Five: Discussion…………………………………………………………………………….…131
Discussion of Findings…………………………………………………………………….……………132
Theoretical Implications………………………………………………………………………..132
Servant leadership remains post Brown vs. Board of education…...…………..134
AA principals serve as role models……………………………...……………..135
Serving by three key leadership practices……………………...……………….136
Serving through effective communication and cultural resources……..……….138
Practical Applications…………………….…………………………………………………….139
Benefits of AA educators……………………………………………………….140
Culturally responsive professional development…………………... …………..141
Effective teacher preparatory programs………………………………...………142
Increasing male role models in elementary schools………………..…………..142