Publication Date

2015

Document Type

Dissertation/Thesis

First Advisor

Gyant, LaVerne, 1950-

Degree Name

Ed.D. (Doctor of Education)

Department

Counseling, Adult and Higher Education

LCSH

Adult education||Educational leadership||Higher education||School boards--Case studies||Social justice--Case studies||Social classes--Education (Elementary)--Administration--Case studies||Ethnic groups--Education (Elementary)--Administration--Case studies||Race relations in school management--Case studies

Abstract

The purpose of this study was to gain insight into how school boards learn their roles when dealing with issues of race and class. This study explored how school board members learned, how school board members were socialized to learn their roles, the various contexts that shaped their learning and decision making, the role that race and class played in shaping their racialized lived experiences, and how their racialized lived experiences impacted their decision making.;A qualitative case study analysis was used for this study. This study was conducted on an urban elementary school district located in the Midwest. Four Black school board members were interviewed about their role as school board members, how they learned their role, and how decision making occurred within the district. Data collection consisted of observations, interviews and a review of archival documents (e.g. school board minutes and school board policies). Five major findings emerged in the research study.;First, critical race theory is a viable tool for analyzing inequalities and inequity within school districts. Second, race and racism continues to exist within macro-level policies and micro-level practices which serve to set the tone for the work of school boards. Third, these school board members learned across various methodologies and contexts. Fourth, these school board members were socialized within various contexts that serve to guide their decision-making. Fifth, decisions made within micro-level practices allowed these school board members to advance and achieve racial equality through a social justice agenda.

Comments

Advisors: LaVerne Gyant.||Committee members: Lisa Baumgartner; Andrea Evans; Joseph Flynn.

Extent

279 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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