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Leaders Changing How They Act by Changing How They Think: Applying Principles of an Anti-Racist Principal Preparation Program

by Mark A. Gooden, Bradley W. Davis, Daniel D. Spikes, Dottie L. Hall & Linda Lee - 2018

Systemic racism and the impending inequities in schooling persist, making it apparent the concept of race still matters when it comes to educational leadership. In response, this chapter examines linkages between principal preparation programs, the orientations of the aspiring leaders enrolled within them, and the potential for program graduates to facilitate institutional change for racial equity. The concept of anti-racist leadership is explored to better understand how principal preparation programs can better prepare aspiring leaders to address how race, power, and individual, institutional, and cultural racism impact beliefs, structures, and outcomes for students of color. This preparation is accomplished by examining how a principal preparation program, adopting an anti-racist curriculum, further develops the racial consciousness of its predominantly White student cohort. The anti-racist curriculum made the impact of race more salient to students and had an impact on their leadership beliefs, decisions, and actions once they served in school leadership positions.

Keywords: anti-racist leadership, social justice, orientations, leadership preparation

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Cite This Article as: Teachers College Record Volume 120 Number 14, 2018, p. 1-26
https://www.tcrecord.org ID Number: 22380, Date Accessed: 6/15/2021 2:57:30 PM

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About the Author
  • Mark Gooden
    Teachers College, Columbia University
    E-mail Author
    MARK A. GOODEN is the Christian Johnson Endeavor Professor in Education Leadership and Director of the Summer Principals Academy in the Department of Organization and Leadership at Teachers College, Columbia University. His research focuses broadly on culturally responsive school leadership with specific interests in the principalship, anti-racist leadership, urban educational leadership and legal issues in education.
  • Bradley Davis
    The University of Texas at Arlington
    E-mail Author
    BRADLEY W. DAVIS is an assistant professor in the Department of Educational Leadership and Policy Studies at The University of Texas at Arlington. His research interests include educator career outcomes, social justice leadership, leadership preparation, and education law.
  • Daniel Spikes
    Iowa State University
    E-mail Author
    DANIEL D. SPIKES is an assistant professor of Educational Leadership, Organizations, and Policy in the School of Education at Iowa State University. His research interests include school leadership, in general, with a specific interest in social justice and anti-racist leadership; cultural competency and anti-racist professional development for educators; racial disparities in education; and school tracking.
  • Dottie Hall
    The University of Texas at Austin
    E-mail Author
    DOTTIE L. HALL is a clinical assistant professor in the Department of Curriculum and Instruction at The University of Texas at Austin.†Dr. Hall's research has focused on ethical campus leadership and what is required of a campus administrator to be an effective leader of teachers and staff, students, parents, and the community; to transform the culture of a school into a professional learning campus focused on educational collaboration in order to provide all students opportunities to be successful learners.
  • Linda Lee
    The University of Texas at Austin
    E-mail Author
    LINDA LEE is a Clinical Assistant Professor in The University of Texas at Austinís Educational Leadership and Policy department. Her interests center on the organizational behavior of schools, the sociology of education, and school reform.
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