Foreword by Catherine Marshall, UNC-Chapel Hill

Introduction

CHAPTER 1 History, Development and Promise of the Principalship

Introduction

The Emergence of the Principalship (1840-1900)

Some Critical Events 1840-1900

Changes in the Role of the Principal 1840-1900

The Professionalization of the Principalship (1900-1940)

Some Critical Events 1900-1940

Changes in the Role of the Principal 1900-1940

The Anti-Intellectualism of the Principalship (1940-1960)

Some Critical Events 1940-1960

Changes in the Role of the Principal 1940-1960

The Constancy and Change of the Principalship (1960-1980)

Some Critical Events 1960-1980

Changes in the Role of the Principal 1960-1980

The Reform and Restructuring of the Principalship (1980-2000)

Some Critical Events 1980-2000

Changes in the Role of the Principal 1980-2000

Conclusion: Challenges and Promises of the Principalship (21^st Century)

Critical Questions

References

CHAPTER 2: The Role of the Principal in Promoting Social Justice, Equity, and

Excellence

Introduction

Effective, High-Performing Schools

Principal Leadership and Student Achievement

Leadership for Social Justice, Equity, and Excellence

Preparing Future Leaders for Social Justice, Equity, and Excellence

Conclusion

Critical Questions

References

Introduction

Defining Beliefs, Diversity, Social justice, and Equity

Framing the Review

Brief Description of Some Existing Measures

Detailed Description of Two Measures

Cultural and Educational Issues Survey

Personal and Professional Beliefs About Diversity Scales

Conclusion

Critical Questions

References

CHAPTER 4: Transformative Andragogical Theory and Practice

Introduction

Adult Learning Theory

Transformative Learning Theory

Critical Social Theory

Praxis

Research Design

Participants

Qualitative Methods

Results from Qualitative Analysis

Conclusion

Critical Questions

References

SECTION II: Transformative Andragogical Practice and the Centrality of Experience

CHAPTER 5: Awareness of Self through Critical Reflection

Introduction

Reflective Analysis Journals

Self-Reflection

Critical Inquiry

Cultural Autobiographies

Racial and Cultural Identity Development

Phinney's Three-stage Model of Ethnic Identity Development

Racial and Cultural Autobiographies

Prejudice Reduction Workshops

Diversity Presentations and Panels

Conclusion

Critical Questions

References

CHAPTER 6: Acknowledgement of Others through Rational Discourse

Introduction

Acknowledging the Past through Oral Life Histories

Acknowledging the Present through Cross-Cultural Interviews

Acknowledging the Future through Educational Plunges

Conclusion

Critical Questions

References

CHAPTER 7: Action for Equity through Policy Praxis

Introduction

Activist Action Plans at the Micro, Meso, and Macro Levels

Social Agency Site Visits

Individual Student Equity Audits

Conclusion

Critical Questions

References

SECTION III: Transformative Research and the Call for Action

CHAPTER 8: "Schools of Excellence?" Findings from an Equity Audit of "Gaps"

Introduction

Conceptual Framework: Systemic Equity

Methodology

Site Selection

Equity Audits

Audit Findings

Audit of Demographics in SGS and LGS

Audit of Teacher Quality in SGS and LGS

Audit of Programmatic Issues in SGS and LGS

Audit of Achievement in SGS and LGS

Audit Findings

Concluding Discussion

Critical Questions

References

CHAPTER 9: Racial Gaps in Educators' Perceptions of the Achievement Gap?

Introduction

Review of the Literature

The Child

The Parents and Home Environment

The Teacher

The School and Educational System

Research Design

Analysis

General Perceptions

Perceptions of Possible Causes of the Achievement Gap

Perceptions of Possible Solutions to the Gap--Who or What will

be Changed?

Findings/Concluding Discussion

Where are Black Teachers' Perceptions and White Teacher's Perceptions

Similar or Different?

How do Teachers’ Perceptions of the Achievement Gap Compare with

Research Findings?

Unexpected Results Based on the Initial Hypotheses

Assumptions Teachers Hold

Critical Questions

References

CHAPTER 10: The Educational Benefits of Diversity: The Unfinished Journey from

"Mandate" in Brown to "Choice" in Grutter and Comfort.

Introduction

"Mandated" Desegregation in Brown v. Board of Education?

Desegregation in Brown v. Board of Education

New Patterns of Resegregation

Renewed Support for Integration

"Choice" in Creating Diversity in Bakke, Grutter, and Comfort?

Regents of the University of CA v. Bakke (1978)

Grutter v. Bollinger (2003)

Samantha Comfort v. Lynn School Community (2005)

The Educational Benefits of Diversity as a "Compelling Interest"

Empirical Research from Higher Education Affirmative Action Cases

Empirical Research from K-12 Desegregation Literature and Integration

Cases

Concluding Discussion: Implications for "Narrowly Tailored" K-12 Policies

Critical Questions

References

Conclusion

References

Appendix A: Preparation and Licensure Issues 1840-2000

Appendix B: Gender Equity Issues 1840-2000

Appendix C: Resources and Activities

Index