dc.contributor.author	Frazier, Jada M.
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2020-11-09T16:09:59Z
dc.date.available	2020-11-09T16:09:59Z
dc.date.issued	2020-05
dc.identifier.other	58DCACA2-DF7D-85A1-4985-9843A45754DC	en_US
dc.identifier.uri	https://hdl.handle.net/10428/4522
dc.description.abstract	This study employed a basic interpretive qualitative research approach within the theoretical framework of critical race theory (CRT) to explore the experiences of six Black administrators who served predominantly Black schools in South Louisiana. Three phases of interviews (Siedman, 2013) served as the primary method of data collection, but collection methods also included observations, fieldnotes, and researcher memos. Using various coding methods along with connecting and categorizing strategies to analyze and inductively generate themes resulted in participant profiles that told the story of six Black administrators and their sense-making about the role of race and racism in their experiences as Black leaders. Findings from this study indicated Black administrators serving in predominantly Black schools who participated in the study were aware of the role of race and racism in education and cared deeply about the community and students they served, but struggled against innumerable personal and institutional barriers influenced by race. These administrators pointed to differences between White and Black educational experiences in America and identified racial inequities that created barriers in their personal experiences and work with students. These administrators demonstrated and developed a deep commitment and sense of responsibility for the Black communities they served and out of this internalization grew their own ideas about what was necessary for the education of Black students. The implications of this study resulted in the proposal of two recommendations. First, time is of the essence for Black students and the governing of Black education should no longer live in the hands of those with a legacy of Black oppression. Secondly a call for mandated diversity, equity, and inclusiveness training for all educators at all levels of K - 12 schools. Keyword 1: Black Administrators Keyword 2: Critical Race Theory Keyword 3: Race Keyword 4: Racism Keyword 5: Predominantly Black Schools	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION TO STUDY 1 -- Background of the Study 4 -- Significance 10 -- Conceptual Framework 16 -- My Experiential Knowledge 16 -- Existing Theory and Research 20 -- Critical race theory. 20 -- Critical race theory and education. 23 -- Summary 27 -- Chapter II: LITERATURE REVIEW 29 -- Introduction 29 -- Education for Blacks In The South 29 -- Race and Education: The More Modern Experience 38 -- Academic Outcome Disparities for Black Students 44 -- Discrepancies in reading comprehension 48 -- Discrepancies in math. 50 -- Discrepancies in graduation rates. 54 -- Ideologies and Concepts Sustaining Educational Disparities 56 -- Eugenics movement. 56 -- Deficit-based thinking. 59 -- Internalized racial oppression. 62 -- Educational Leaders Development for Equity 66 -- Uses of Critical Race Theory in Education 70 -- Black Administrators’ Experiences 73 -- Summary 78 -- Chapter III: RESEARCH DESIGN 81 -- Methods 82 -- Sample and Sampling Process 83 -- Data Collection 85 -- Data Gathering Methods 93 -- Data Analysis Procedures 94 -- Data Presentation 103 -- Validity 105 -- Ethical Issues 108 -- Summary 109 -- CHAPTER IV: AN EXAMINIATION OF PARTICIPANTS’ NARRATIVE 112 -- Profiles of Participants’ Life Histories 113 -- Mike 114 -- Akin 132 -- Vianne 149 -- Derrick 173 -- Victorian 192 -- Whitney 211 -- Overall Analysis of Black Administrator’s Experiences 228 -- CRT Tenet Permeance of Racism and Black Administrators’ Experiences 230 -- CRT Tenet Whiteness as Property and Black Administrators’ Experiences 236 -- Black Administrators’ Counter Narratives 241 -- Summary 246 -- CHAPTER V: BLACK ADMINISTRATORS SENSE-MAKING ABOUT THE ROLE OF RACE AND RACISM IN LEADERSHIP EXPERIENCES 248 -- Stage 1: Between the World and Me 251 -- Mike 252 -- Akin 253 -- Vianne 255 -- Derrick 256 -- Whitney 257 -- Stage 2: Experiencing Barriers of Blackness 258 -- Mike 259 -- Akin 260 -- Vianne 262 -- Derrick 264 -- Victorian 265 -- Whitney 266 -- Experiencing Barriers of Blackness: Leading While Black and Female 267 -- Vianne 268 -- Whitney 268 -- Stage 3: Internalizing Black Liberation as a Personal Responsibility 269 -- Mike 270 -- Akin 271 -- Vianne 272 -- Derrick 273 -- Victorian 273 -- Whitney 275 -- Stage 4: Developing Ideas about What Education Should be for Black Kids 283 -- Mike 276 -- Akin 277 -- Vianne 279 -- Derrick 280 -- Victorian 281 -- Whitney 282 -- Stage 5: Participants Sense-Making About Experiences as Black Administrators 283 -- Summary 286 -- CHAPTER VI: DISCUSSION 288 -- Limitations of Study 290 -- Implications of Study 291 -- Recommendations for Future Research 295 -- Conclusion of Study 296 -- REFERENCES 298 -- APPENDIX A: IRB APPROVAL LETTER 320 -- APPENDIX B: INVITATION TO PRATICIPATE 322 -- APPENDIX C: PHONE SCRIPT FOR PARTICIPANT RECRUITMENT 324 -- APPENDIX D: PROPOSED INTERVIEW QUESTIONS 326.	en_US
dc.format.extent	1 electronic document, 337 pages.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	African American school administrators	en_US
dc.subject	African American schools	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Racism in education	en_US
dc.subject	Racism	en_US
dc.title	The Call In: Black Administrators’ Experiences With and Sense-Making of Race and Racism in Predominantly Black K-12 Schools	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	N/A
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US