0.6 Challenges facing black american principals: a conversation  (Page 7/22)

According to the Higher Education Research Institute (2004) the term“spirituality”points to individuals’interior, subjective life, as contrasted to the objective domain of material events and objects. One’s spirituality is reflected in the values and ideals that he or she holds most dear, including aself-understanding of our purpose presently and in the future, and the legacy left for others to benefit. For the principal, thisself-understanding can create a connectedness to other principals, students, other school constituents, and the world. It is withinthis context, that spirituality is understood as an element of that which is deeply religious. Spirituality relates to the connectedinteraction of the soul, the spirit, and sacred matters. It is all of these things together that create within spirit filled people,the mindset of solidarity, the willingness of self-sacrifice, and the determination and success within human nature that only occurswith divine guidance.

In higher education, a study of 136 selectcolleges and universities by the Higher Education Research Institute (2004) indicates faculty believe that factors likereligiosity, spirituality, and meditation contribute to the overall wellbeing of faculty. In the organization culture of academicians,Caldwell (2000) emphasizes that success of African Americans must be culturally authentic. According to Caldwell, success ineducation must be inclusive of God, spirituality, ancestors, community, ritual study, worship and extended and immediate familyas support groups. The historical context of race set the stage for the kinds of challenges to success that Black principals face inthe 21st century. Many researchers acknowledge (Dumas, 1980; Scott, 1980, Yeakey et al., 1986; Linden, Wayne,&Stillwell, 1993) that among ethnic minority principals’challenges including the task of demonstrating competency in the aftermath of a history thathas often defined them as incompetent by race; guaranteeing that all students perform well, ensuring cultural responsiveness towardsall their diverse students, and facilitating a workable means of communicating with parents, caregivers, and other communitystakeholders. This is no small task. Increasing diversity among educational professionals and students is one of the most criticaladaptive challenges that schools face; especially if one considers that by 2020, students of color will represent nearly half of theelementary and secondary population (Gollnick&Chinn, 2005).

In support of this premise, the author conducted a research study in which the method, findings, anddiscussion seek to share additional light on how principals of color cope in this millennium. Forty-seven individuals participatedin the survey. The data for the study were obtained from a survey instrument sent to African American and other minorities at theP-12 principal level and/or retired career principals. This level of administration, as well as retired professionals who once heldthese positions, was selected because of the changing demographics that include these personnel though on an infrequent basis.