Literaturnachweis - Detailanzeige
| Autor/inn/en | Sampson, Kristin A.; Clayton, Jennifer K. |
|---|---|
| Titel | African American Female Students and STEM: Principals' Leadership Perspectives |
| Quelle | In: Journal of Negro Education, 90 (2021) 3, S.358-370 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-2984 |
| Schlagwörter | Principals; African American Students; Females; STEM Education; Leadership Styles; Critical Theory; Race; Academic Achievement; Transformational Leadership; Educational Practices; Administrator Role |
| Abstract | This qualitative case study explored how principals, at STEM-specific programmed schools, support African American female students. Interviews, documents, and observations were conducted to evaluate principals' leadership styles. Critical race theory (CRT) was used as a theoretical framework to highlight the inadequate support of minority students, and due to its emancipatory character, transformative leadership model was referenced to code data. The results uncovered principal leadership characteristic of a multifaceted underrepresented school population. Emergent themes included a distinction between leadership styles, the influence of school community, and the significance of school culture. The principals reflected actions of a transformative leader through the acknowledgement of differentiated supports and obstacles students of color face. (As Provided). |
| Anmerkungen | Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: https://jne.howard.edu/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
