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African American Male Teachers and the School Leadership Pipeline: Why More of These Best and Brightest are not Principals and Superintendents

Black Male Teachers

ISBN: 978-1-78190-621-7, eISBN: 978-1-78190-622-4

Publication date: 4 April 2013

Abstract

African American male teachers are the nation’s most academically credentialed and professionally experienced teachers. Though less than 2 percent of the nation’s teachers are African American males, these teachers are more likely than their White male and female peers to hold a master’s or doctorate degree. Additionally, African American male teachers who become principals assume the position with more years of experience as a PK-12 classroom teacher than their White peers. And, those who leave the principalship to become superintendents have more years of experience as a PK-12 principal than similarly situated White peers. Why, then, are African American males underrepresented in critical school district policy and leadership posts such as the principalship and superintendency while lesser credentialed and experienced White males hold these posts in percentages that exceed their representation in the teacher workforce? This chapter reviews data about African American male teachers and the school leadership pipeline and proposes a series of policy recommendations to increase representation of African American males in the PK-12 teacher and school leadership workforces.

Citation

Fenwick, L.T. and Akua, C. (2013), "African American Male Teachers and the School Leadership Pipeline: Why More of These Best and Brightest are not Principals and Superintendents", Lewis, C.W. and Toldson, I.A. (Ed.) Black Male Teachers (Advances in Race and Ethnicity in Education, Vol. 1), Emerald Group Publishing Limited, Leeds, pp. 235-249. https://doi.org/10.1108/S2051-2317(2013)0000001021

Publisher

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Emerald Group Publishing Limited

Copyright © 2013, Emerald Group Publishing Limited