|Published online: March 14, 2014||$US5.00|
The notions of self and unsanctioned social order are no longer pervasive in the Black educational community. The Black principal's presence is increasing in suburbia, while equally decreasing in the urban schools which typically educate a community's predominant Black populace. Consequently, since desegregation, Black, often indigent, students are neglected the opportunity to thrive socially and academically from the authority of a familiarly cultured principal. From this perspective, data from the U.S. Census, Indicators of School Crime & Safety, and the Schools & Staffing Survey were analyzed. Multiple factors were as potentially guiding Black principals to suburban schools. To deter Black principals from leaving urban schools, it is essential that federal, state, and local funds are comparatively dispersed within school districts; White principals of predominantly Black populations receive diversity and/or other culturally relevant training so their principalship is not an academic detriment to Black students; Black suburban principals are aggressively recruited to urban schools; and superior Black teachers are apprenticed for future administrative positions.
|Keywords:||Black Principal, Suburban, Urban, Desegregation|
The International Journal of Diversity in Education, Volume 13, Issue 2, March 2014, pp.63-75. Article: Print (Spiral Bound). Published online: March 14, 2014 (Article: Electronic (PDF File; 371.107KB)).
PhD Student, Teaching, Learning, & Culture, Department of Education and Human Development, Texas A&M University, College Station, Texas, USA
Distinguished Professor, Endowed Chair in Urban Education, College of Education, University of North Carolina, Charlotte, Charlotte, North Carolina, USA
Department of Teaching, Learning, and Culture, Texas A&M University, Houston, Texas, USA