Structured Abstract
Purpose: Though the first published application of Critical Race Theory (CR... more Structured Abstract
Purpose: Though the first published application of Critical Race Theory (CRT) to education occurred 20 years ago, implications of CRT for educational leadership did not occur until Lopez (2003) conducted a CRT analysis of the politics of education literature. No publications explicitly identify the implications of CRT for leadership practice. Given the gap in the literature, the research question that anchors this paper asks: How can CRT inform educational leadership to eliminate racism? Research Methods: To address the research question, I conducted a literature analysis of CRT in educational leadership, identified the CRT tenets that guided each publication and derived six primary, interrelated CRT tenets from this analysis. I also extracted from the publications explicit and implicit implications for leadership practice as these implications related directly to each of the six CRT tenets.
Findings/Implications: I describe each of the CRT tenets and explain how each can inform educational leadership practice. To close the paper, I propose a CRT Inventory for Leading to Eliminate Racism. The Inventory suggests questions to guide leadership practice for each of the CRT tenets. I also offer implications for future research.
Five Descriptive Words/Phrases: Critical race theory, leading to eliminate racism, critical
Twenty-one years ago, William F. Tate published this article describing the key aspects of his ma... more Twenty-one years ago, William F. Tate published this article describing the key aspects of his mathematics education as an African American student in a Chicago school that led him to become a professor of mathematics education. The three key aspects of that education included three math classes a day: one focused on traditional math to prepare him to do well on tests that would help him proceed through the education system; a second class that focused on communication about higher level mathematics concepts; a third "class" where he learned about math ideas in his school including constructing a working telephone with his peers. He shares how is excitement about math led to talking with his family members about math which then led his brother and cousin into math careers. He shows how inculcating a love of math in one student spread to his community. This is an excellent, short, easy to read article to read as an article study with school staff.
Abstract
Purpose: The purpose of this study is to investigate how aspiring principals in the Unit... more Abstract Purpose: The purpose of this study is to investigate how aspiring principals in the United States are prepared for social justice leadership, by focusing particular attention on equitable leadership for lesbian, gay, bisexual, transgender, intersex, and questioning (LGBTIQ) persons as a measure of the preparation program’s commitment to social justice. Research method: The research design involved a cross-sectional survey instrument completed by 218 full-time faculty teaching in 53 different University Council for Educational Administration university principal preparation programs. We performed descriptive analysis of Likert-type scale responses with crosstabulation of selected survey questions and constant comparative analysis of open-ended questions. The descriptive analysis provides a one-moment-in time snapshot of the perceptions of particular education leadership faculty. As such, the data are illustrative of certain patterns evident across the national sample rather than definitive of these programs. Findings: Findings indicate that LGBTIQ identities and themes are only marginally integrated into U.S. principal preparation programs, inclusive of those identified as social justice programs. Social justice programs that do address LGBTIQ identities frequently depend on one faculty member or course to do so, rather than being integrated throughout the program. Implications for research and practice: Strategies are clearly needed for integrating LGBTIQ equitable leadership into U.S. principal preparation. More fundamentally, the study challenges the manner in which social justice discourses are constructed. It suggests that the quality of social justice preparation is appropriately measured, in part, and enhanced by the form of communal engagement with identities and experiences marginal within the social justice discourse itself.
Structured Abstract
Purpose: Though the first published application of Critical Race Theory (CR... more Structured Abstract
Purpose: Though the first published application of Critical Race Theory (CRT) to education occurred 20 years ago, implications of CRT for educational leadership did not occur until Lopez (2003) conducted a CRT analysis of the politics of education literature. No publications explicitly identify the implications of CRT for leadership practice. Given the gap in the literature, the research question that anchors this paper asks: How can CRT inform educational leadership to eliminate racism? Research Methods: To address the research question, I conducted a literature analysis of CRT in educational leadership, identified the CRT tenets that guided each publication and derived six primary, interrelated CRT tenets from this analysis. I also extracted from the publications explicit and implicit implications for leadership practice as these implications related directly to each of the six CRT tenets.
Findings/Implications: I describe each of the CRT tenets and explain how each can inform educational leadership practice. To close the paper, I propose a CRT Inventory for Leading to Eliminate Racism. The Inventory suggests questions to guide leadership practice for each of the CRT tenets. I also offer implications for future research.
Five Descriptive Words/Phrases: Critical race theory, leading to eliminate racism, critical
Twenty-one years ago, William F. Tate published this article describing the key aspects of his ma... more Twenty-one years ago, William F. Tate published this article describing the key aspects of his mathematics education as an African American student in a Chicago school that led him to become a professor of mathematics education. The three key aspects of that education included three math classes a day: one focused on traditional math to prepare him to do well on tests that would help him proceed through the education system; a second class that focused on communication about higher level mathematics concepts; a third "class" where he learned about math ideas in his school including constructing a working telephone with his peers. He shares how is excitement about math led to talking with his family members about math which then led his brother and cousin into math careers. He shows how inculcating a love of math in one student spread to his community. This is an excellent, short, easy to read article to read as an article study with school staff.
Abstract
Purpose: The purpose of this study is to investigate how aspiring principals in the Unit... more Abstract Purpose: The purpose of this study is to investigate how aspiring principals in the United States are prepared for social justice leadership, by focusing particular attention on equitable leadership for lesbian, gay, bisexual, transgender, intersex, and questioning (LGBTIQ) persons as a measure of the preparation program’s commitment to social justice. Research method: The research design involved a cross-sectional survey instrument completed by 218 full-time faculty teaching in 53 different University Council for Educational Administration university principal preparation programs. We performed descriptive analysis of Likert-type scale responses with crosstabulation of selected survey questions and constant comparative analysis of open-ended questions. The descriptive analysis provides a one-moment-in time snapshot of the perceptions of particular education leadership faculty. As such, the data are illustrative of certain patterns evident across the national sample rather than definitive of these programs. Findings: Findings indicate that LGBTIQ identities and themes are only marginally integrated into U.S. principal preparation programs, inclusive of those identified as social justice programs. Social justice programs that do address LGBTIQ identities frequently depend on one faculty member or course to do so, rather than being integrated throughout the program. Implications for research and practice: Strategies are clearly needed for integrating LGBTIQ equitable leadership into U.S. principal preparation. More fundamentally, the study challenges the manner in which social justice discourses are constructed. It suggests that the quality of social justice preparation is appropriately measured, in part, and enhanced by the form of communal engagement with identities and experiences marginal within the social justice discourse itself.
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Papers by Colleen Capper
Purpose: Though the first published application of Critical Race Theory (CRT) to education occurred 20 years ago, implications of CRT for educational leadership did not occur until Lopez (2003) conducted a CRT analysis of the politics of education literature. No publications explicitly identify the implications of CRT for leadership practice. Given the gap in the literature, the research question that anchors this paper asks: How can CRT inform educational leadership to eliminate racism?
Research Methods: To address the research question, I conducted a literature analysis of CRT in educational leadership, identified the CRT tenets that guided each publication and derived six primary, interrelated CRT tenets from this analysis. I also extracted from the publications
explicit and implicit implications for leadership practice as these implications related directly to each of the six CRT tenets.
Findings/Implications: I describe each of the CRT tenets and explain how each can inform educational leadership practice. To close the paper, I propose a CRT Inventory for Leading to
Eliminate Racism. The Inventory suggests questions to guide leadership practice for each of the CRT tenets. I also offer implications for future research.
Five Descriptive Words/Phrases: Critical race theory, leading to eliminate racism, critical
epistemologies, leadership, race
Type of Paper: Empirical/Conceptual
Purpose: The purpose of this study is to investigate how aspiring principals in the United States are prepared for social justice leadership, by focusing particular attention on equitable leadership for lesbian, gay, bisexual, transgender, intersex, and questioning (LGBTIQ) persons as a measure of the preparation program’s commitment to social justice. Research method: The research design involved a cross-sectional survey instrument
completed by 218 full-time faculty teaching in 53 different University Council for Educational Administration university principal preparation programs. We performed descriptive analysis of Likert-type scale responses with crosstabulation
of selected survey questions and constant comparative analysis of open-ended questions. The descriptive analysis provides a one-moment-in time snapshot of the perceptions of particular education leadership faculty. As such, the data are illustrative of certain patterns evident across the national sample rather than definitive of these programs. Findings: Findings indicate that LGBTIQ identities and themes are only marginally integrated into U.S. principal preparation programs, inclusive of those identified as social justice programs. Social justice programs that do address LGBTIQ identities frequently depend on one faculty member or course to do so, rather than
being integrated throughout the program. Implications for research and practice: Strategies are clearly needed for integrating LGBTIQ equitable leadership into U.S. principal preparation. More fundamentally, the study challenges the manner in which social justice discourses are constructed.
It suggests that the quality of social justice preparation is appropriately measured, in part, and enhanced by the form of communal engagement with identities and experiences marginal within the social justice discourse itself.
Purpose: Though the first published application of Critical Race Theory (CRT) to education occurred 20 years ago, implications of CRT for educational leadership did not occur until Lopez (2003) conducted a CRT analysis of the politics of education literature. No publications explicitly identify the implications of CRT for leadership practice. Given the gap in the literature, the research question that anchors this paper asks: How can CRT inform educational leadership to eliminate racism?
Research Methods: To address the research question, I conducted a literature analysis of CRT in educational leadership, identified the CRT tenets that guided each publication and derived six primary, interrelated CRT tenets from this analysis. I also extracted from the publications
explicit and implicit implications for leadership practice as these implications related directly to each of the six CRT tenets.
Findings/Implications: I describe each of the CRT tenets and explain how each can inform educational leadership practice. To close the paper, I propose a CRT Inventory for Leading to
Eliminate Racism. The Inventory suggests questions to guide leadership practice for each of the CRT tenets. I also offer implications for future research.
Five Descriptive Words/Phrases: Critical race theory, leading to eliminate racism, critical
epistemologies, leadership, race
Type of Paper: Empirical/Conceptual
Purpose: The purpose of this study is to investigate how aspiring principals in the United States are prepared for social justice leadership, by focusing particular attention on equitable leadership for lesbian, gay, bisexual, transgender, intersex, and questioning (LGBTIQ) persons as a measure of the preparation program’s commitment to social justice. Research method: The research design involved a cross-sectional survey instrument
completed by 218 full-time faculty teaching in 53 different University Council for Educational Administration university principal preparation programs. We performed descriptive analysis of Likert-type scale responses with crosstabulation
of selected survey questions and constant comparative analysis of open-ended questions. The descriptive analysis provides a one-moment-in time snapshot of the perceptions of particular education leadership faculty. As such, the data are illustrative of certain patterns evident across the national sample rather than definitive of these programs. Findings: Findings indicate that LGBTIQ identities and themes are only marginally integrated into U.S. principal preparation programs, inclusive of those identified as social justice programs. Social justice programs that do address LGBTIQ identities frequently depend on one faculty member or course to do so, rather than
being integrated throughout the program. Implications for research and practice: Strategies are clearly needed for integrating LGBTIQ equitable leadership into U.S. principal preparation. More fundamentally, the study challenges the manner in which social justice discourses are constructed.
It suggests that the quality of social justice preparation is appropriately measured, in part, and enhanced by the form of communal engagement with identities and experiences marginal within the social justice discourse itself.