Educational Leadership in Our Peculiar Institutions: Understandings of Principals in Segregated, White-Staffed Urban Elementary Schools in the United States

Tonya M. Milligan, Craig B. Howley
2015 International Journal of Multicultural Education  
This study explores how 10 principals in mostly-Black U.S. urban elementary schools staffed by mostly-White faculty understood and experienced the manifestations of racial differences. Narrative inquiry with nearly 700 pages of transcript data yielded three themes: (1) gradients of color-conscious leadership, (2) principals as moral agents, and (3) working within a context of fear. Difficult though these stories and challenges are in the U.S., practices and policies elsewhere in the world also
more » ... roduce such situations and experiences, and the dynamics evident in the stories told by these school heads may prove relevant to investigations in other national systems.
doi:10.18251/ijme.v17i1.873 fatcat:cx3fd3zljjfgzgxfiolcvgruo4