Recasting educational administration programs as learning organizations

2000 ◽  
Vol 14 (5) ◽  
pp. 210-215 ◽  
Author(s):  
Raymond L. Calabrese ◽  
Alan Shoho
Keyword(s):  
Educational Administration ◽  
Learning Organizations ◽  
Educational Administration Programs ◽  
Administration Programs

White Racism, Antiracism, and School Leadership Preparation

2000 ◽  
Vol 10 (5) ◽  
pp. 374-415 ◽  
Author(s):  
Michelle D. Young ◽  
Julie Laible
Keyword(s):  
School Leadership ◽  
Educational Administration ◽  
School Leaders ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Leadership Programs ◽  
White Racism ◽  
White School ◽  
Educational Administration Programs ◽  
Administration Programs

This article emerges from a belief that an overwhelming majority of White school leaders do not have a thorough enough understanding of White racism or the ways in which they are perpetuating White racism in their schools, even though most are well-meaning individuals. The lack of understanding or awareness of different forms of racism and how White racism works is highly problematic. Indeed, it has appalling consequences, detrimentally impacting the lives and dreams of millions of children. In this article, we draw from both literature and experience to argue for the incorporation of antiracism in school leadership programs. We begin with the assertion that because Educational Administration programs function as important agents of socialization for our future school leaders, White racism in all its manifestations must be confronted in these programs. After building the case that racism is enacted by teachers and administrators in schools and demonstrating the harmful effects of White racism on both children and adults, we argue that racism is not being adequately addressed in educational administration programs. Subsequently, we offer guidance to our readers for promoting antiracism among future educational leaders.

Women and Minorities in Educational Administration: Programs and Processes that Work

1993 ◽  
Vol 3 (6) ◽  
pp. 679-687 ◽  
Author(s):  
Sandra Tonnsen ◽  
Valerie Truesdale
Keyword(s):  
School Districts ◽  
Educational Administration ◽  
Training Programs ◽  
School Administrators ◽  
Educational Administration Programs ◽  
Administration Programs

This article reviews two studies that sought to identify strategies and programs that increase the likelihood that women and minorities will become school administrators. It ends with recommendations for school districts and school administrators, for educational administration training programs, and for women and minorities themselves.

scholarly journals “Where I came from, Where I am Now, and Where I'd like to Be”: Aspiring Administrators Reflect on Issues Related to Equity, Diversity, and Social Justice

2009 ◽  
Vol 19 (3) ◽  
pp. 299-333 ◽  
Author(s):  
Frank Hernandez ◽  
Joanne M. Marshall
Keyword(s):  
Social Justice ◽  
Cultural Identity ◽  
Educational Administration ◽  
Developmental Differences ◽  
Educational Foundations ◽  
Reflective Practitioners ◽  
Student Reflections ◽  
Educational Administration Programs ◽  
Administration Programs

This study explores student reflections about issues related to equity, diversity, and social justice from an educational foundations course. Online reflections and course assignments were analyzed from 15 aspiring administrators for patterns. Findings indicate that (1) students were willing to engage and reflect on their experiences and cultural identity, (2) students used their worldviews as filters for these experiences, (3) students were not necessarily willing to experience discomfort for the sake of learning about difference, and (4) students thought about their identities in a range of distinct developmental ways. If educational administration programs are to prepare future administrators who are reflective practitioners and critical thinkers working for social justice, professors must prepare these individuals to acknowledge their cultural identity and its implications for the schools they lead, and professors must account for their students’ developmental differences in class.

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