Educational leadership and racism: a narrative inquiry into second-generation segregation

Jeffrey Scott Brooks, Noelle Witherspoon Arnold, Melanie C Brooks

Research output: Contribution to journalArticleResearchpeer-review

5 Citations (Scopus)

Abstract

Background/Context: In-school racial segregation, also called second-generation segregation, is a social dynamic that is manifest in different and complicated ways in schoolhouses across the United States. This study sought to investigate how building-level leadership facilitates or impedes the practice of racial equity in an urban high school, from teachers and administrators perspectives. Purpose: The primary purpose of this exploratory study was to investigate how educational leaders perceive and influence second-generation segregation in urban secondary schools. Research Design: As the purpose of the study was to ascertain leaders? perspectives, we followed a dialogic methodological approach used in studies seeking to investigate similar perceptual phenomena. This methodology emphasizes both personal narrative and dialogue. This study took place in a single urban high school in the southeastern United States over the course of two academic years. Conclusions/Recommendations: The study revealed that both formal and informal leadership influenced second-generation segregation in the school. The authors conclude with recommendations for improving future research focusing on the topic and with recommendations for improved practice.
Original languageEnglish
Pages (from-to)1 - 27
Number of pages27
JournalTeachers College Record
Volume115
Issue number11
Publication statusPublished - 2013
Externally publishedYes

Cite this