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Educational Leadership and Racism: A Narrative Inquiry into Second-Generation Segregation by Jeffrey Brooks, Noelle Witherspoon Arnold & Melanie C. Brooks - 2013Background/Context: In-school racial segregation, also called second-generation segregation, is a social dynamic that is manifest in different and complicated ways in schoolhouses across the United States. This study sought to investigate how building-level leadership facilitates or impedes the practice of racial equity in an urban high school, from teachers’ and administrators’ perspectives.
Purpose: The primary purpose of this exploratory study was to investigate how educational leaders perceive and influence second-generation in urban secondary schools.
Research Design: As the purpose of the study was to ascertain leaders’ perspectives, we followed a dialogic methodological approach used in studies seeking to investigate similar perceptual phenomena. This methodology emphasizes both personal narrative and dialogue. This study took place in a single urban high school in the Southeastern United States over the course of two academic years.
Conclusions/Recommendations: The study revealed that both formal and informal leadership influenced second-generation segregation in the school. The authors conclude with recommendations for improving future research focusing on the topic and with recommendations for improved practice. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Introduction to the Issue on Segregation, Desegregation, and Integration: From History, to Policy, to Practice
- The Politics of Diversity: Integration in an Era of Political and Legal Uncertainty
- School Resegregation in the Mississippi of the West: Community Counternarratives on the Return to Neighborhood Schools in Las Vegas, 1968-1994
- Even More Racially Isolated than Before: Problematizing the Vision for “Diversity” in a Racially Mixed High School
- School Diversity, School District Fragmentation and Metropolitan Policy
- Segregation or "Thinking Black"?: Community Activism and the Development Of Black-Focused Schools in Toronto and London, 1968–2008
- “Integration was a Solution to Segregation, but Integration does not Address Quality Education”: A Conversation About School Desegregation with Dr. Michael A. Middleton
- Cuban Teacher Perspectives on Race and Racism: The Pedagogy of Home-School Relations
- Educational Management Turned on Its Head: Exploring a Professional Ethic for Educational Leadership
- Uprooting Urban America: Multidisciplinary Perspectives on Race, Class and Gentrification
- Matters of Black Popular Culture in Educational Leadership
- Challenges and Opportunities of Educational Leadership Research and Practice: The State of the Field and Its Multiple Futures
- Confronting Racism in Higher Education: Problems and Possibilities for Fighting Ignorance, Bigotry, and Isolation
- School Integration Matters: Research-based Strategies to Advance Equity
- For the Children?: Protecting Innocence in a Carceral State
- Discourse Within University Presidents’ Responses to Racism: Revealing Patterns of Power and Privilege
- Identity Intersectionalities, Mentoring, and Work-Life (Im)Balance: Educators (Re)Negotiate the Personal, Professional, and Political
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- Jeffrey Brooks
University of Idaho
E-mail Author
JEFFREY S. BROOKS is Professor and Chair of the Department of Leadership & Counseling at the University of Idaho. He is a J. William Fulbright Senior Scholar alumnus who has conducted studies in the United States and the Philippines. His research focuses broadly on educational leadership, and he examines the way leaders influence (and are influenced by) dynamics such as racism, globalization, social justice and school reform. Dr. Brooks is author of The Dark Side of School Reform: Teaching in the Space between Reality and Utopia (Rowman & Littlefield, 2006), and Black School, White School: Racism and Educational (Mis)leadership (Teachers College Press, 2012). He is also co-editor of the volumes What Every Principal Needs to Know to Create Equitable and Excellent Schools (Teachers College Press, 2012), Confronting Racism in Higher Education: Problems and Possibilities for Fighting Ignorance, Bigotry and Isolation (Information Age Publishing, 2012) and Anti-Racist School Leadership: Toward Equity in Education for America’s Students (Information Age Publishing, 2012). Dr. Brooks is Series Editor for the Educational Leadership for Social Justice Book series (Information Age Publishing).
- Noelle Arnold
University of Missouri
E-mail Author
NOELLE WITHERSPOON ARNOLD is an Associate Professor of Educational Leadership in the Department of Educational Leadership and Policy Analysis at the University of Missouri. Prior to that appointment, she taught elementary school, and served as an administrator at the district and state level. Her research interests include religion and spirituality in education, leadership for social justice and advocacy, leadership socialization, womanist and feminist research methodologies, and the intersection of race and gender in educational leadership. Noelle’s most recent articles have appeared in the International Journal of Leadership in Education, International Journal of Qualitative Studies in Education, The Journal of Educational Administration History, Equity and Excellence in Education, The Journal of Negro Education, Teachers College Record, and the Journal of Educational Administration.
- Melanie Brooks
University of Idaho
E-mail Author
MELANIE C. BROOKS is an Assistant Professor in the Departments of Curriculum and Instruction and Leadership and Counseling at the University of Idaho. She was a Peace Corps volunteer in Thailand and holds a Ph.D. in Socio-cultural International Development Education Studies from Florida State University. Dr. Brooks began her career as a high school teacher and a librarian. She also has experience coordinating international education programs for students and teachers. She has conducted research in Egypt, Thailand, the Philippines and the United States using sociological theories as a way to understand issues related to religion and conflict in education. Her work is published in Educational Policy, Etc: A Review of General Semantics, International Journal of Urban Educational Leadership and has forthcoming articles in Religion & Education, Teachers College Record, Planning and Changing, and Educational Management Administration & Leadership.
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