Culminating Project Title
Date of Award
Culminating Project Type
Educational Administration and Leadership, K-12: Ed.D.
Educational Administration and Higher Education
School of Education
Dr. David Lund
Dr. Kay Worner
Dr. Aldo Sicoli
Dr. James Johnson
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Equity Principals Isolation Black Males White Males Leadership
The United States educational systems are experiencing an increase in racially diverse classrooms. Therefore, it is imperative for all students to feel a sense of belonging and see themselves reflected in their schools’ leadership and within the schools’ staff (Leithwood, 2004). However, due to the lack of diversity within the leadership of schools, some students of Color continue to see themselves in segregated school systems primarily composed of White leaders (Rothstein, 2013)
Historically, the position of the school principal has been dominated by the male gender, particularly the White male (Hill et al., 2016). Therefore, research in the principalship has been primarily focused on the White male principals’ successes, leadership capabilities, and the challenges and successes while they were in the role. When looked at in the role of a principal, specifically from the Black male viewpoint there is a lack of literature providing context to past and present Black male principals challenges, leadership capabilities, and their success while in the principal’s role. Therefore, in order to provide a full scope from an unbiased lens, this study will evaluate both, Black male principals in predominantly White settings and White male principals in racially diverse settings, to explore the challenges they encounter and their support they received while working in racially isolated settings. After reviewing the literature on the principalship, the most predominant finding in examining past and current research is that the role of the principal has expanded and evolved over time. However, what appeared to remain consistent is the lack of diversity in school leadership despite a changing education system (Howard, 2007).
The purpose of the study was to examine the challenges and supports reported by a select group of three Black and three White male principals who worked in Minnesota school environments where their race is not highly represented in the dominant school culture. Through the study, the researcher examined the commonalities and differences in the challenges reported by Black and White male principals in racially isolated experiences. The study contributes to the research literature by addressing the following overarching research question: What did racially isolated principals in Minnesota report as challenges when their race was not highly represented in the demographics of their buildings? In addition, the study also addressed the following questions: What did select racially isolated principals in Minnesota K-12 public schools report as personal or professional benefits working in a racially isolated setting? What are the commonalities and/or differences in the challenges reported by select Black and White male principals in Minnesota? What support do racially isolated principals report receiving in racially isolated districts?
Rogers, Christopher, "The Challenges Racially Isolated Male Principals Encounter When Leading Schools In Which The Demographics Of The Building Are Not Reflective Of Their Race." (2021). Culminating Projects in Education Administration and Leadership. 77.