Superintendents’ and Principals’ Perceptions of Segregation in Education
Abstract
This qualitative study using a historical perspective described the lived experiences of seven Black superintendents and 10 Black principals along with their perceptions and understanding of segregation in education. The participants shared the obstacles they encountered while leading districts and schools of poverty. Adaptative Leadership Approach and Transformational Leadership was used as the theoretical lens to obtain the answers to “How do principals in the South describe their understanding of segregation in education? How do superintendents in the South describe their understanding of segregation in education? How do principals describe the challenges within the public school system that existed over the past 50 years? How do superintendents describe the challenges within the public school system that existed over the past 50 years?”This research expounds upon their voices and the significance of the adaptive leadership approach and transformational leadership when gaining insight on segregation, importance of building relationships, and the inequities in education such as: socioeconomic status impact on education received, funding, opportunities, hiring practices, and subtle acts of separation with antiquated mindset. It speaks on how empowering others impacts student achievement and breaks barriers. Although education is still waiting for the equalizer, segregation is hidden in plain sight when listening to their voices.
Subject Area
Educational leadership|Education|Education history|Educational administration
Recommended Citation
Mitchell, Tina, "Superintendents’ and Principals’ Perceptions of Segregation in Education" (2023). ETD Collection for Fayetteville State University. AAI30815386.
https://digitalcommons.uncfsu.edu/dissertations/AAI30815386