The Problems with Colorblind Leadership Revealed: A Call for Race-Conscious Leaders

Autor/inn/en	Flores, Osly J.; Gunzenhauser, Michael G.
Titel	The Problems with Colorblind Leadership Revealed: A Call for Race-Conscious Leaders
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 32 (2019) 8, S.963-981 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flores, Osly J.) ORCID (Gunzenhauser, Michael G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2019.1635278
Schlagwörter	Instructional Leadership; Minority Group Students; Racial Bias; Administrator Attitudes; Counties; Models; Correlation; Barriers; Capacity Building; Social Justice; Principals; Cultural Awareness; Racial Attitudes; Equal Education; Educational Practices; Hispanic American Students; African American Students; Poverty; Institutional Characteristics; White Students + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Racial discrimination; Rassismus; Analogiemodell; Korrelation; Soziale Gerechtigkeit; Principal; Schulleiter; Cultural identity; Kulturelle Identität; Rassenfrage; Bildungspraxis; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Armut
Abstract	This study addresses the complexity of colorblindness as a phenomenon and explains not only its tenacity, but also potential breaks in its hold on school leadership practice. The authors draw from an interview study of 22 school leaders in a county in the Northeastern USA to examine their perceptions and practices associating with leading schools that enroll students of color. The authors propose a multi-ring model that shows variation among three perspectives: (1) holding to colorblindness, (2) recognition with minimal capacity, and (3) cultivating race-conscious. Perspectives and variation within these three rings are explored, along with consequences for multiple resulting 'lacks' in capacity. Implications are offered for building upon race-conscious practice where it exists, removing barriers to implementation, and expanding capacity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01