Why a Diverse Leadership Pipeline Matters: The Empirical Evidence

Autor/in	Perrone, Frank
Titel	Why a Diverse Leadership Pipeline Matters: The Empirical Evidence
Quelle	In: Leadership and Policy in Schools, 21 (2022) 1, S.5-18 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Perrone, Frank)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2021.2022707
Schlagwörter	Principals; Diversity; Race; Minority Group Students; Minority Group Teachers; Racial Bias; Gender Bias; Labor Force Development; Job Satisfaction; Outcomes of Education; Parent Participation; Elementary Secondary Education; Administrator Education + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Rasse; Abstammung; Racial discrimination; Rassismus; Geschlechterstereotyp; Arbeitskräftebestand; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lernleistung; Schulerfolg; Elternmitwirkung
Abstract	This overview of the research revealed that diversity in the pipeline leading to the principalship is lacking and critical. The article first provided a synopsis of educator demographics, illustrating clear disparity in principal representation by race/ethnicity and sex/gender. Subsequent review of relevant empirical research demonstrated clear benefits of having a diverse principal workforce, especially for students and teachers of color. Further examination showed that educators of color and females/women, particularly those of color, face biases, and barriers in advancing to the principalship. These biases and barriers have negative implications for individuals in the principal pipeline and educational quality overall. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01