A Phenomenological Study of How Anti-Racist Leadership Training Principles Impact the Actions of Middle School Principals

<p>The national crisis of the academic achievement gap is one of the most impactful phenomena for the nations' public schools. This study used a phenomenological qualitative research design to capture the essence and perceptions of building principals' experiences related to principles of anti-racist leadership training. The researcher interviewed ten principals who had provided numerous questions in an interview format, to gain insight into the attitudes, beliefs, and leadership practices as they relate to the eradication of the achievement gap at their respective sites. The researcher conducted ten, in-depth, interviews with specific questions related to the achievement gap. All of the principals' are employed in the Meadow Grove School District boundary area in an affluent residential suburb outside of southeast Denver, Colorado. Each Principal received an initial ninety-minute interview and a follow-up phone call. The ten identified principals' were from varied racial and cultural backgrounds.</p>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Year dc:date.available

2010

Author dc:creator

• Kennedy, John Gregory

Contributors dc:contributor

• Kent Seidel, Ph.D.
• Susan Korach
• Roger Salters
• Elliot Asp

• 21st century leadership
• Anti-racist leadership
• Leadership
• Transformational leadership
• Education
• Educational Administration and Supervision

Statement dc:rights

• <p>Copyright is held by the author. User is responsible for all copyright compliance.</p>

Language dc:language

en

Repository record dc:identifier

https://digitalcommons.du.edu/etd/845

OAI identifier oai:identifier

oai:digitalcommons.du.edu:etd-1844