Citation

Gender Entrapment and the Black Female Principal

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Abstract:

This paper explores the actions that four Black female principals employs to achieve socially just outcomes for the students and the subsequent labels placed upon these principals. Womanist theory offers a unique standpoint and analysis of gendered and raced social constructions in the lives of Black female principals. Forced into supporting district leadership or policy, these principals manifests a form of “gender entrapment” (Richie, 1996) articulated as labels constructed for them. By examining and analyzing interviews with these principals, this paper also explores how they continue to re-construct these labels in the interpretation of policy to interrogate marginality, promote social justice, and initiate social activism in their schools.

Most Common Document Word Stems:

leadership (26), women (23), educ (11), princip (9), spiritu (8), label (8), school (7), femal (7), tradit (6), administr (6), p (6), practic (6), gender (5), femin (5), blackmor (5), notion (5), research (5), narrat (5), black (5), m (5), j (5),
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Name: UCEA Annual Convention
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http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378649_index.html
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MLA Citation:

Witherspoon, Noelle. "Gender Entrapment and the Black Female Principal" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 19, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378649_index.html>

APA Citation:

Witherspoon, N. , 2009-11-19 "Gender Entrapment and the Black Female Principal" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p378649_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper explores the actions that four Black female principals employs to achieve socially just outcomes for the students and the subsequent labels placed upon these principals. Womanist theory offers a unique standpoint and analysis of gendered and raced social constructions in the lives of Black female principals. Forced into supporting district leadership or policy, these principals manifests a form of “gender entrapment” (Richie, 1996) articulated as labels constructed for them. By examining and analyzing interviews with these principals, this paper also explores how they continue to re-construct these labels in the interpretation of policy to interrogate marginality, promote social justice, and initiate social activism in their schools.


Similar Titles:
Women Faculty in Educational Leadership: Collaborative Feminism at Work

Spiritual W.E.A.P.O.N.S: The Role of Black American Religio-spirituality in the Administration of Black Female Principals

Urban School District-Researcher Partnerships to Support the Development of Math Specific Instructional Leadership Practices in Principals


 
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