Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Number of African American Superintendents in Texas.
Historical Perspective
Superintendents as a teacher-scholar was dominant from 1865 to 1910 (Spring, as cited in
Smothers, 2012). They functioned as lead educators who were subordinate to board members but
were considered superior to principals, teachers and students (Kowalski, 2006). The
superintendent as a business manager emerged after 1910. Some school boards placed more
emphasis on a superintendent’s managerial skill than they did on his or her teaching skills. Prior
Number of African American Superintendents in Texas.
to this time, there were neither courses nor academic degrees offered in educational
administration (Cubberly, 1924).
Minority Representation
Number of African American Superintendents in Texas.
The United States of America has faced a significant shift in demographics and
population over the past 20 years. According to the U.S. Census Bureau (2010), the numbers and
Research in Higher Education Journal Volume 37
Experiences of African, Page 3
diversity in the U.S. population will continue to grow, especially among minority students. The
racial composition of superintendents, teachers and student populations appears to be facing the
same changes but at a much slower increase (National Center for Educational Statistics, 2005).
The President of the Association of California School Administrators (2008) advocated that “it is
important to address the needs of African American education leaders and students because we
want all members of our society to achieve” (para. 8). A disparity in the number of
superintendents in districts where the majority of the population consists of minority African
American and Hispanic students creates a serious setback in the success of these students
(Campbell, 2015). Domenech, Executive Director of the School Superintendents Association,
stated, “we are nowhere near representing the population that is in our schools” (as cited in
Campbell, 2015, para 4). He further stated that “these students need role models. When they see
a brown or black face walk into their classroom, especially as the superintendent, they think and
say ‘wow’ that could be me” (Domenech, as cited in Campbell, 2015, para. 4). According to
Carpenter and Diem (2014), as of today, African American superintendents continue to struggle
for employment in districts. Educational theorists have stated that not unlike the principal, the
superintendent’s impact on learning is facilitated through the establishment of climate and
culture and the direct impact of the district/school. Therefore, having superintendent populations
reflective of the population of the district is the key to learning and student achievement. As
noted by Bandura (1986), equitable representation ensures students will identify and model
themselves after other successful educators, mentors and superintendents.
Significant Research Studies
Research inquires have been conducted concerning various aspects of the school
superintendent over the previous years. The American School Superintendent: 2010 Decennial
Study (Kowalski et al., 2011) is an expansion with inquires that have been organized every 10
years and was developed in 1923. However, there were matters that were the main points of
specific time epochs such as the 1933 investigation that included the role that public schools
would have in changing economic and social expansion after the Great Depression. The 1952
investigation concentrated on the difference between urban and rural superintendents. The 1960
investigation concentrated on superintendent readiness, and the 1971 investigation included
around 100 questions about attributes of the position, the individuals in the position and the
school districts employing them. The NABSE (2011) mentioned that there are around 13,893
school districts in the United States. Nevertheless, only 361 or 2.5% are African American male
and female superintendents. Ethnicity of the superintendency appears not to be a thing similar to
that of the population of students and teachers those superintendents serve and supervise (Volp,
2001).
Leadership Practices
As leaders of change, school leaders must therefore engage strategies favorable to
comprehensive practices among the elements such as shared vision, collaboration and effective
support, to play a central role (Salisbury & McGregor, 2002). It is imperative that school leaders
participate in a balancing act where issues of improving achievement, equity and social justice
are on the front lines of their agenda (Devecchi & Nevin, 2010). However, school leaders
regardless of ethnicity are evaluated by what they do. According to Boyatzies and McKee
Research in Higher Education Journal Volume 37
Experiences of African, Page 4
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Number of African American Superintendents in Texas. |
Number of African American Superintendents in Texas.