Handbook of Urban Educational Leadership PDF
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Handbook of Urban Educational Leadership Handbook of Urban Educational Leadership Edited by Muhammad Khalifa, Noelle Witherspoon Arnold, Azadeh F. Osanloo, and Cosette M. Grant ROWMAN & LITTLEFIELD Lanham • Boulder • New York • London Published by Rowman & Littlefield A wholly owned subsidiary of The Rowman & Littlefield Publishing Group, Inc. 4501 Forbes Boulevard, Suite 200, Lanham, Maryland 20706 www.rowman.com Unit A, Whitacre Mews, 26-34 Stannary Street, London SE11 4AB Copyright © 2015 by Rowman & Littlefield Publishers All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without written permission from the publisher, except by a reviewer who may quote passages in a review. British Library Cataloguing in Publication Information Available Library of Congress Cataloging-in-Publication Data Khalifa, Muhammad A., 1975– Handbook of urban educational leadership / Muhammad Khalifa, Noelle Witherspoon Arnold, Azadeh F. Osanloo , and Cosette M. Grant. pages cm Includes bibliographical references and index. ISBN 978-1-4422-2084-3 (cloth : alk. paper)— ISBN 978-1-4422-2085-0 (electronic) 1. Education, Urban—United States. 2. Education, Urban—United States— Administration. 3. Educational leadership—United States. I. Title. LC5131.K55 2015 370.9173'2—dc23 2014050039 ™ The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI/NISO Z39.48-1992. Printed in the United States of America Muhummad Khalifa I dedicate this work to my mother, Faith; my pop, Aziz; my loving wife, Nimo; and my sons, Ibrahim, Adam, and Zack. Thank you for your patience with me, and for bearing my absence as I push for this work for the voiceless and oppressed. Noelle Witherspoon Arnold I dedicate this to my colleagues, Muhummad, Azadeh, and Cosette, and other scholars who share my commitment to urban communities and to the educators, children, and families in them. And as always, I dedicate this to my husband, who supports me in my “anger” and helps me channel it for advocacy and activism. Azadeh F. Osanloo To my mother—unequivocally, irrefutably, and unapologetically the strongest and most badass woman I know. Cosette M. Grant I dedicate this masterpiece handbook to my son, Jameson, our next-generation doctor, lawyer, inventor, president, educator, or entrepreneur. Paving the way for you to bear the torch as you emerge and hoping you will be a force one day for equity and access to high-quality education for all. I also celebrate this timely work with my colleagues, who are trailblazers—Muhammad, Noelle, and Azadeh. May our individual and collective voices on urban edu- cational leadership for the sake of advancing education, opportunities, and hence a better quality of life for our children, continue to magnify and make a longstanding impact! Contents Foreword xiii Kofi Lomotey Acknowledgments xxi Section 1: Urban Educational Leadership: A Historical Perspective Section 1 Introduction 3 Rhodesia McMillian 1 Urban Education and Leadership: A Historical Perspective 4 Judy Jackson May and Eugene Sanders 2 Sankofa: Leadership and the Twenty-First-Century Black Female School Superintendents 21 Judy A. Alston 3 Demographic and Professional Characteristics of Urban School Principals in the United States: A Twenty-Year Trend Study 28 Jiangang Xia, Xingyuan Gao, and Jianping Shen 4 An Interpretive History of Urban Education and Leadership in Age of Perceived Racial Invisibility 43 Brian J. Boggs and Chris Dunbar Section 2: T eaching, Learning, Curriculum, and Educational Outcomes Section 2 Introduction 61 Rhodesia McMillian 5 Creating a Culture of Confidence: Re-Conceptualizing Urban Educational Leadership 62 Yvette Jackson, Veronica McDermott, Marlon Simmons, and Mairi McDermott 6 Bringing Urban High School Reform to Scale: Rapidly Moving Dramatic Numbers of Students to Proficient Performance 71 Glenn Baete, Joe Burks, Marty Pollio, and Craig Hochbein 7 Developing Teacher Leadership for Equity in Urban Schools 85 H. Richard Milner IV, Judson Laughter, and Joshua Childs 8 Teachers Learning to Lead: An Action Research Process Model 91 Leena Furtado vii viii CONTENTS Section 3: Gender, Race, Class, and Culture Section 3 Introduction 113 Rhodesia McMillian Voice from the Field: Critical Care, Collaborative Activism, and Professional Risk: Unsung Yet Essential Aspects of Urban Educational Leadership 115 Camille M. Wilson 9 Urban Schools, Black Principals, and Black Students: Culturally Responsive Education and the Ethno-Humanist Role Identity 118 Kofi Lomotey and Kendra Lowery 10 Equity and Race-Visible Urban School Reform 135 Christine E. Sleeter 11 Culturally Responsive Leadership Preparation and Practices 147 Monica Wills Brown and Frankie K. Williams 12 From Dysconsciousness to Consciousness of Stereotypes That Disparage Black Youth: Calling for Transformative School Leadership 159 Joyce E. King and Syreeta A. McTier 13 Tempered Radicalism in the Ivory Tower: Black Urban Educational Leaders Negotiating Lives in a Creative Class City 176 Richard J. Reddick, Beth E. Bukoski, Stella L. Smith Section 4: Theory and Research Methodology Section 4 Introduction 193 Rhodesia McMillian Voice from the Field: Sound the “Bell”: Seeing Space, Seeing Color in Urban School Leadership Discourses 194 Ty-Ron M. O. Douglas 14 Using Social Norming and Ecological Theories and Diversity-Based Strategies for Bullying Interventions in Urban Areas: A Mixed-Methods Research Study 199 Azadeh F. Osanloo and Jonathan P. Schwartz 15 Toward Community-Centric Educational Leadership in Addressing the School Discipline Disparity 211 Jacqueline Roebuck Sakho, Ronald W. Whitaker II, and Rodney Hopson 16 Revisiting Black Feminist Thought and Home-School Relations in the U.S. South 224 Tondra L. Loder-Jackson, Andrew N. McKnight, Michael Brooks, and Tonya B. Perry Section 5: Parental Involvement and Community Section 5 Introduction 241 Stefanie Marshall and Muhammad Khalifa 17 “I Know Momma Didn’t Have to Work This Hard”: Leadership Implications of Intergenerational Differences in Engaging African-American Families 242 Cheryl Fields-Smith, Sheneka Williams, and Jaqueline Shoemaker CONTENTS ix 18 Where Has All of the Community Rage Gone? Neoliberalism, Community Encroachment, and Unconventional Resistance in Detroit 255 Muhammad Khalifa, Elizabeth Gil, Stefanie Marshall, and Gregory White 19 A Spectrum of Parent and Community Engagement for Conceptualizing and Responding to the Institutional Complexity of Urban Schools 268 Sharon Watkins, Anika Ball Anthony, Christopher Shaffer, and Kirsten J. Smith Section 6: Social Justice, Equity, Advocacy, and Activism Section 6 Introduction 283 Muhammad Khalifa and Stefanie Marshall Voice from the Field: A Critical Race Theory Perspective on Urban School Leadership 284 Ivory Berry and Adrienne D. Dixson 20 AYP, Access, and Expectations: Superintendents’ Legal, Distributive, and Transformative Approaches to Equity 287 Rachel Roegman and Thomas Hatch 21 Learning to Lead for Social Justice: How Leadership Preparation Programs Can Improve Equity in Schools 303 Gaëtane Jean-Marie, Anthony H. Normore, and Jeffrey S. Brooks 22 Social Justice in Action: Urban School Leaders Address the School to Prison Pipeline via a Youth Court 320 Heather Cole, Julian Vasquez Heilig, Tina Fernandez, Meg Clifford, and Rey Garcia 23 Actions Matter: How School Leaders Enact Equity Principles 329 Jessica G. Rigby and Lynda Tredway Section 7: P erspectives in Policy Section 7 Introduction 349 Marlene Melendez 24 Urban Leadership, Neoliberalism, and New Policy Entrepreneurs: Merging Leadership with Resistance 350 Gary L. Anderson, Michael I. Cohen, and Milagros Seraus 25 Destiny High School: Redesigning Urban High Schools for Student Success 362 Frank Gaines, Ira Bogotch, and Omar J. Salaam 26 Leaders of the New School(s): Reconceptualizing an Autonomy Framework for Urban Principals Implementing Small School Reform 377 April L. Peters, Jia Liang, and Rejer Finklin Section 8: Leadership Preparation, Development, and Support Section 8 Introduction 397 Jennifer Haan Voice from the Field: A Theory of Emancipatory Leadership 398 Juanita M. Simmons
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