The Exodus of Black Principals From Urban to Suburban Schools

By Johnitha Watkins Johnson, Chance W. Lewis and Aaron Griffen.

Published by The International Journal of Diversity in Education

Format Price
Article: Print $US10.00
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)).

Johnitha Watkins Johnson

PhD Student, Teaching, Learning, & Culture, Department of Education and Human Development, Texas A&M University, College Station, Texas, USA

Johnitha Watkins Johnson, M.S. is a PhD student at Texas A&M University in College Station, Texas, USA. She currently works as a Graduate Assistant for the Center for Urban School Partnerships, an educational center whose foci include providing professional development services to K-12 educators, and disseminating empirically based research to the nation. With a major in Curriculum & Instruction, Johnitha's primary research agenda focuses on urban education, students of color, equity pedagogy, and students of single parent homes. This research effort satisfies her secondary interest, which is the plight of daughters raised by their single African American mother.

Dr. Chance W. Lewis

Distinguished Professor, Endowed Chair in Urban Education, College of Education, University of North Carolina, Charlotte, Charlotte, North Carolina, USA

Dr. Chance Lewis serves as the Carol Grotnes Belk Distinguished Professor and Endowed Chair in Urban Education in the College of Education at the University of North Carolina, Charlotte. His research interests include the role of White teachers in facilitating the educational process of students of color, particularly African American students; recruitment and retention of teachers of color in K-12 settings; and academic issues experienced by students of color.

Aaron Griffen

Department of Teaching, Learning, and Culture, Texas A&M University, Houston, Texas, USA