Date of Award
Spring 3-8-2021
Document Type
Dissertation
Degree Name
PHD - Doctor of Philosophy
Department
Education
First Advisor
Dr. Paul A. Naso
Second Advisor
Dr. Stephen Gould
Third Advisor
Dr. Jason Irizarry
Abstract
Legal challenges to racial segregation and changes in the racial composition of many suburbs have altered the racial makeup of public schools in the United States. This phenomenological study looked at how principals in Predominately-White schools (PWS) and educator facilitators for a state desegregation program (DP) learn about the perceptions of students of color (SOC) in their schools, address negative perceptions of SOC, and attempt to support SOC; it also inquired about hindrances to their efforts to serve SOC more effectively. Thematic analysis of transcripts of interviews with five principals and four desegregation facilitators led to 10 findings. Critical Race Theory counterstories provided an alternative view of the phenomenon. Participants learn about the perceptions of SOC (a) through impromptu and proactive strategies, but (b) more often become aware after students’ involvement in conflicts. They respond to the negative perceptions of SOC (c) as intervening supervisors, institutional functionaries, or interpersonal facilitators. They support SOC with (d) strategies specifically planned for SOC; (e) use of existing structures to focus attention on SOC; and (f) professional development to inform teachers’ work with SOC. The hindrances to supporting SOC include (g) insufficient design of the DP and maladaptations by schools that disadvantage SOC and (h) stakeholder attitudes and discontinuities with students’ prior schooling. Participants identified needed changes: (i) DP guidance on how schools can help SOC gain a sense of belonging in their PWS, and (j) increased state oversight to compel participating districts to adaptively re-envision their schools. The findings indicate a need for the DP to provide explicit guidance for supporting SOC in PWS, and leadership development for principals in diverse school communities. The findings also suggest further study of the impact of attending PWS on the racial identity development and long-term self-perceptions of SOC.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Language
English
Number of Pages
286
Embargo Period
4-5-2021
Recommended Citation
Swan, Jonathan, "School Leaders Supporting Students of Color in Predominately-White Schools" (2021). Educational Studies Dissertations. 179.
https://digitalcommons.lesley.edu/education_dissertations/179
Included in
African American Studies Commons, Curriculum and Instruction Commons, Educational Leadership Commons, Ethnic Studies Commons, Latina/o Studies Commons, Social and Philosophical Foundations of Education Commons, Social Justice Commons, United States History Commons
Rights
The author owns the copyright to this work.
