Black Women Principals in American Secondary Schools: Quantitative Evidence of the Link Between Their Leadership and Student Achievement

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
S. Jang, N. Alexander
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引用次数: 5

Abstract

Purpose: This study aims to provide quantitative knowledge concerning the leadership of Black women principals in American secondary schools. We examined (1) the demographic composition of the schools in which Black women principals serve, (2) these principals’ instructional leadership behaviors, (3) the collective responsibility among teachers in those schools, and (4) the association between their interacting identities and the math achievement scores of the 9th graders at the schools they led. Research Design and Methods: We used a critical quantitative intersectionality framework along with the base-year data from the High School Longitudinal Studies 2009 provided by the National Center for Education Statistics. Multiple regression analysis and linear mixed-effect modeling were used to examine how the convergence of principals’ race or ethnicity and gender is associated with the variables of interest. Findings: The results showed that on average, Black principals served schools with relatively higher percentages of students who were eligible for free or reduced-cost lunch and relatively higher percentages of students of color. We found that Black women principals were associated with a higher level of teachers’ collective responsibility as perceived by teachers and higher math achievement scores among students. There was a positive association between the principals’ instructional leadership behaviors perceived by teachers and female principals. Implications for Research and Practice: The importance of understanding the multiplicative influences of race or ethnicity and gender in research and principal preparation programs are discussed. We suggest that policymakers prepare intersectionality-informed policy interventions that specifically support leadership by Black women principals.
美国中学黑人女校长:她们的领导能力与学生成绩之间联系的定量证据
目的:本研究旨在提供有关美国中学黑人女校长领导能力的定量知识。我们考察了(1)黑人女性校长所服务学校的人口构成,(2)这些校长的教学领导行为,(3)这些学校教师的集体责任,以及(4)他们的相互作用身份与他们所领导的学校九年级学生数学成绩之间的关系。研究设计和方法:我们使用了一个关键的定量交叉性框架,以及国家教育统计中心提供的2009年高中纵向研究的基准年数据。使用多元回归分析和线性混合效应模型来检查校长种族或民族和性别的收敛如何与感兴趣的变量相关联。发现:结果显示,平均而言,黑人校长所服务的学校中,有资格享受免费或减价午餐的学生比例相对较高,有色人种学生比例相对较高。我们发现,黑人女校长与教师认为的更高水平的教师集体责任和学生更高的数学成绩有关。教师感知校长的教学领导行为与女校长之间存在正相关。对研究和实践的启示:本文讨论了在研究和主要准备项目中理解种族或民族和性别的多重影响的重要性。我们建议政策制定者制定具有交叉性的政策干预措施,特别支持黑人女性校长的领导。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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