0.6 Challenges facing black american principals: a conversation  (Page 8/22)

The questionnaire utilized a convenience sampling methodology that included administrators in the states ofLouisiana, Mississippi, and Ohio. All of the individuals were invited to participate in the survey by way of a letter explainingthe purpose of the survey, requesting an interview with them through telephone or in person, or offering the choice ofcompleting the survey by mail. A self-addressed stamped envelope was included with each questionnaire.

In the analysis portion of this study, many of the participants used pronouns when referring to the principals,the established culture, and school districts. In the documented quotes, the uses of proper names are given where appropriate. Thereis no written interpretation of the oral interview data to strengthen the narrative so the validity of the oral interview datais in no way jeopardized. Lastly, an incorporation of oral interview reportage, for continuity purposes, is given throughoutthis narrative.

Results and Discussion

The questionnaire was designed to determine what leadership models tended to work effectively for them in theirroles as principals, if the principals had a mentor to guide them, and what challenges were associated with the principalship.

Description of the Sample

Thirty-six of the survey participants were female while 11 were male. In addition, half of the surveyparticipants were between the ages of 35-45 years old. The majority of the participants were also African American. Most of theparticipants (80%) earned their Administrative certification in the southern states of Mississippi or Louisiana. Within this group,most completed their undergraduate degrees at Historically Black Colleges or Universities (HBCU) and most graduate degrees wereearned at Predominately White Colleges or Universities (PWCU).

Leadership and the Principalship of Black Americans

Upon analysis of the data, there are some constant themes that are apparent. These consistent responsesconcern the issues of best practices, race, mentorship, spirituality, and health. The manner in which the training ofleaders has undergone transformation is noted by the reflection of a 36-year veteran educator and retired principal living in theMississippi Delta:

The principal position was the highest position of academic and socio-economic strata respected by mostAfrican Americans. The Black principal was more times than not, a man. I’m one of those men. He was the authority figure of the community. He was the direct contact between Whites boards andsuperintendents and members of the Black schools. His home was usually a part of the school grounds and his house utilities werepaid for. The principal decided whether or not a female teacher would take maternity leave or not. Salary inequities were as commonas corporal punishment and neither was to be questioned. . . . Black folks, back then, may have looked at the White man and knewthat we wanted to hold a high position like him but White folks didn’t really prepare us to become principals. They made offers for us to lead mostly Black schools, like in the Mississippi Delta. Butwhat training? We learned most by practice.