Race,Gender,and Educational Leadership: Perspectives From African American Principals

Abstract

African American elementary school principals in an urban district were interviewed about the impact of their race and gender statuses on their views of themselves in their administrative roles. The data were examined within the historical framework of roles African American principals have played, and the contemporary social conditions under which they work. Race and gender statuses were important in shaping these principals' social constructions of their roles as administrators and their views of their mission vis-a-vis their students. Furthennore, race and gender were integrated in these respondents' self-perceptions. The responses obtained in this study were related to historical accounts of African American administrators and illustrated similarities in role perceptions across time and the necessity to respond to contemporary urban contexts.

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