A Forensic Psychological Perspective on Racism in Schools of Educational Leadership

2016 ◽  
pp. 225-256
Author(s):  
Ronn Johnson ◽  
Jojo Yanki Lee ◽  
Ji Youn Cindy Kim
Keyword(s):  
Culturally Responsive ◽  
Convincing Evidence ◽  
Institutional Racism ◽  
Shared Value ◽  
Psychological Perspective ◽  
School Of Education ◽  
Schools Of Education ◽  
Leadership Positions ◽  
Training And Research ◽  
The Impact

Schools theoretically operate under a shared value of fairness in the workplace. The fairness includes a notable sense of egalitarian beliefs, values, and people who hold themselves out to be unprejudiced. When defensible and culturally responsive justice measures are applied in schools of education, leadership in Schools of Education must consistently demonstrate clear and convincing evidence of fairness. The chapter is an analysis of aversive or unconscious racism and in the ways that it might manifest itself through individuals in leadership positions. Evaluating the impact of the institutional racism. In the analysis of forensic psychological perspective, ways of using a forensic psychological approach to assess the stakeholders in the School of Education as it pertains to the experience of racism will be discussed. A forensic psychological portrait of racism in schools of education is examined. Finally, implications for practice, training, and research are discussed.

A Forensic Psychological Perspective on Racism in Schools of Educational Leadership

2020 ◽  
pp. 680-711
Author(s):  
Ronn Johnson ◽  
Jojo Yanki Lee ◽  
Ji Youn Cindy Kim
Keyword(s):  
Culturally Responsive ◽  
Convincing Evidence ◽  
Institutional Racism ◽  
Shared Value ◽  
Psychological Perspective ◽  
School Of Education ◽  
Schools Of Education ◽  
Leadership Positions ◽  
Training And Research ◽  
The Impact

Schools theoretically operate under a shared value of fairness in the workplace. The fairness includes a notable sense of egalitarian beliefs, values, and people who hold themselves out to be unprejudiced. When defensible and culturally responsive justice measures are applied in schools of education, leadership in Schools of Education must consistently demonstrate clear and convincing evidence of fairness. The chapter is an analysis of aversive or unconscious racism and in the ways that it might manifest itself through individuals in leadership positions. Evaluating the impact of the institutional racism. In the analysis of forensic psychological perspective, ways of using a forensic psychological approach to assess the stakeholders in the School of Education as it pertains to the experience of racism will be discussed. A forensic psychological portrait of racism in schools of education is examined. Finally, implications for practice, training, and research are discussed.

scholarly journals Exploring the Impact of Applicants’ Gender and Religion on Principals’ Screening Decisions for Assistant Principal Applicants

2009 ◽  
Vol 4 (1) ◽  
Author(s):  
Susan C. Bon
Keyword(s):  
High School Principals ◽  
Assistant Principals ◽  
Selection Process ◽  
Leadership Positions ◽  
Employment Selection ◽  
Female Principals ◽  
Selection Decisions ◽  
Potential Impact ◽  
And Gender ◽  
The Impact

In this experimental study, a national random sample of high school principals (stratified by gender) were asked to evaluate hypothetical applicants whose resumes varied by religion (Jewish, Catholic, nondenominational) and gender (male, female) for employment as assistant principals. Results reveal that male principals rate all applicants higher than female principals and that the gender and religion of applicants failed to negatively or positively affect principals’ evaluations. These results suggest that discrimination based on an applicant’s gender and religion failed to be manifested during the pre-interview stage of the selection process. The paper concludes with a theoretical discussion of the distinction between explicit and implicit prejudice, and encourages future researchers to investigate the potential impact of prejudice on employment selection decisions and to consider whether schools should promote diversity in leadership positions.

scholarly journals A study on impact of iron deficiency on cognition and anthropometry in pediatrics and clinical pharmacist’s intercession to provide awareness about iron deficiency in tertiary care teaching hospital

2021 ◽  
Vol 8 (11) ◽  
pp. 1848
Author(s):  
Aishvarya V. ◽  
Roshine P. ◽  
Elayarani M. ◽  
Mahendravarman P. ◽  
Saravanan S.
Keyword(s):  
Iron Deficiency ◽  
Pediatric Population ◽  
Tertiary Care ◽  
Indian Academy ◽  
Convincing Evidence ◽  
Physical Growth ◽  
Micronutrient Deficiencies ◽  
Single Digit ◽  
Cognitive Behaviour ◽  
The Impact

Background: Micronutrient deficiencies largely affect pediatric population worldwide. In India, pediatric category is more prone to iron deficiency, the most common micronutrient deficiency disorder which produces haematological as well as non-hematological disturbances. This study aimed to identify the impact of iron deficiency on cognitive function and anthropometric changes in pediatric populations.Methods: A hospital based, prospective observational study was conducted at Department of Pediatrics in Rajah Muthiah Medical College and Hospital, 127 participants were enrolled in this study. BKT kit of Intelligence, Electronic weighing machine, Stadiometer, BMI Calculator by CDC guidelines and patient’s haemoglobin values were used in this study.Results: Out of 127 patients, 66 patients had iron deficiency with anemia and remaining 61 had iron deficiency without anemia. Cognitive behaviour was assessed based on the norms and majority were under the category- dull average (52 patients) followed by average (45 patients) and other’s had single digit patients. Growth charts of Indian Academy of Pediatrics were used to assess anthropometric characteristics and majority were in the underweight category (61.4%) followed by average category (38.6 %).Conclusions: Low cognitive scores and underweight were found in participants with low haemoglobin levels. Hence, our study provides convincing evidence that iron plays a vital role in the cognition, motor and physical growth. Awareness about the importance of iron and the health issues associated with its deficiency was also provided to the participants.

A 7 Cs model of effective service leadership

2018 ◽  
Vol 39 (6) ◽  
pp. 745-761
Author(s):  
Tracy X.P. Zou ◽  
Robin S. Snell ◽  
Maureen Y.L. Chan ◽  
Amy L.Y. Wong
Keyword(s):  
Critical Incident ◽  
Leadership Positions ◽  
Theory Analysis ◽  
Content Type ◽  
Key Informants ◽  
Leadership Attributes ◽  
Service Leadership ◽  
Service Sectors ◽  
The Impact ◽  
Effective Service

Purpose The purpose of this paper is to identify attributes and practices that are salient for effectiveness in middle- and senior-level service leadership positions. Design/methodology/approach Critical incident interviews were conducted with 17 key informants, who were service leaders in various service sectors in Hong Kong, and with ten stakeholders. Findings Grounded theory analysis generated a 7 Cs model with seven categories of service leadership attributes and practices: character, choreography, care, creativity, charisma, collaborating and competence self-improvement, and 24 constituent concepts. There was concordance between pairs of key informants and stakeholders. Research limitations/implications Further research could investigate the impact on frontline service leaders’ performance if one or more of the 7 Cs are perceived to be absent or deficient among leaders at more senior levels, and whether there are acceptable substitutes for particular Cs. Practical implications The 7 Cs model identifies service leadership attributes and practices across diverse sectors. Originality/value The 7 Cs model provides a map for orienting the developmental preparation of individuals, who are aspiring to become middle- and senior-level leaders in economies that have become highly dependent on service.

Leadership Training in Medicine—12 Years of Experience From the Feagin Leadership Program

2021 ◽  
Author(s):  
Brent Nosé ◽  
Eric Sankey ◽  
Dimitrios Moris ◽  
Joe Doty ◽  
Dean Taylor
Keyword(s):  
Personal Growth ◽  
Leadership Education ◽  
Medical Community ◽  
Leadership Positions ◽  
Leadership Program ◽  
Medical Trainees ◽  
Surgical Trainees ◽  
Duke University ◽  
The University ◽  
The Impact

ABSTRACT Introduction Increasingly, physicians find themselves in demanding leadership positions. However, leadership education for medical trainees remains lacking with most physicians reporting that they are ill-equipped to tackle the challenges of leadership. Here, we set out to describe the Feagin Leadership Program (FLP) and assess its reception and impact on trainees over the past 12 years. Materials and Methods During the 1-year FLP, selected scholars from Duke University, Wake Forest University, and the University of North Carolina participate in five leadership sessions, individual coaching, a leadership forum, and a multidisciplinary team–based capstone project. A 28-question survey with six optional free-response questions was distributed to the Feagin Alumni Network, and descriptive statistics were assessed. Results Since its founding, 212 scholars have graduated from the FLP and 117 (55%) alumni have gone on to surgical specialties. A survey was distributed among all Feagin alumni. A total of 56 (26%) surveys were completed. Forty-three percent (n = 24) had held at least one leadership position since completing the FLP. When asked about the impact of their experience, 96% (n = 54) said that the program encouraged them to pursue a position of leadership within their field, 95% (n = 53) stated that it prepared them for such a position, and 93% (n = 52) stated that the program positively influenced their decision to be involved with current or future positions of leadership. Conclusions Over the last 12 years, the FLP has demonstrated a high perceived impact on personal growth, leadership proficiency, and the decision to pursue leadership positions in medicine. The current dearth of leadership education for surgical trainees can best be addressed with models such as the FLP, with adoption benefiting medical trainees, the medical community, and patients they serve.

Social Presence and Cultural Identity

2018 ◽  
pp. 136-162 ◽  
Author(s):  
Bethany Simunich ◽  
Amy M. Grincewicz
Keyword(s):  
Instructional Design ◽  
Cultural Identity ◽  
Social Presence ◽  
Culturally Responsive ◽  
Online Courses ◽  
Communication Styles ◽  
Design Strategies ◽  
Online Learners ◽  
Language Context ◽  
The Impact

This chapter explores the impact of cultural identity on social presence in online courses, as well as culturally-responsive instructional design frameworks that work to increase social presence and reduce distance for culturally diverse online learners. Social presence, which is a student's sense of being and belonging in a course, is naturally reduced in the online environment. Cultural differences, such as language, context, communication styles, etc., have been shown to further reduce a student's sense of belonging and increase feelings of isolation. Instructors, as course designers and facilitators, must understand the impact of culture on their students' sense of social presence, and use culturally-responsive instructional design strategies and methods to provide an inclusive, flexible, online learning environment.

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