Index
ISBN: 978-1-80382-198-6, eISBN: 978-1-80382-197-9
Publication date: 1 August 2023
This content is currently only available as a PDF
Citation
(2023), "Index", Tran, H. and Jean-Marie, G. (Ed.) Leadership in Turbulent Times (Studies in Educational Administration), Emerald Publishing Limited, Leeds, pp. 171-175. https://doi.org/10.1108/978-1-80382-197-920231012
Publisher
:Emerald Publishing Limited
Copyright © 2023 Henry Tran and Gaëtane Jean-Marie. Published under exclusive licence by Emerald Publishing Limited
INDEX
Accessibility
, 134
All-Black schools
, 46–47
American Association of School Administrators (AASA)
, 21
American Educational Research Association (AERA)
, 156
American school superintendency
, 19–20
American Teachers Association (ATA)
, 46–47
ANOVAs
, 7–9
Anti-Black language
, 99
Anti-Black space
, 98
Barriers
and challenges in employment of teachers with disabilities
, 135–136
to diversifying workforce
, 125–126
in employment of people with disabilities
, 134–135
Black, Indigenous, People of Color communities (BIPOC communities)
, 153
Black businesses
, 46–47
Black communities
, 46–47
Black educators
, 39–40, 46–47
Black feminist thought
, 79
Black people
, 98
Black schools
, 38, 40–41
Black students
, 38–39, 125
Black women educational leaders
, 93–94
Black women leaders
, 93–94
Black women superintendents
, 94
Critical Race Theory
, 95–96
educational leadership programs
, 103–104
hiring practices/policies and recruiting black women
, 102–103
mentorship, networks/connections/support systems
, 101–102
negative stereotypes and microaggressions
, 99–100
resilience of black women educational leaders
, 100–101
White Spaces
, 96–99
Brown v. Board of Education of Topeka
, 35–36, 38
Career adaptability
, 56–58
Career counseling
, 54–55
Career development
, 54–55
Charles Lincoln Harper High School
, 39
Chicana feminism
, 80–81
Chicana feminist epistemology
, 79–80
Collaboration
, 129–130
Coming out at work
, 24–27
Conformity in education
, 156
Convergence of (un) intended consequences
, 45–48
dissolution of historical networking
, 46–47
firing of black educators
, 46
making sense of story
, 47
Coordination
, 129–130
COVID-19 pandemic
, 124
Critical consciousness
, 58, 66
Critical Race Theory
, 95–96
Cultural leadership
, 77
Descriptive statistics
, 7
Desegregation
, 37
in Atlanta
, 36
changes in Harper after
, 43–44
resistance to
, 41–42
teaching experience after desegregation
, 44–45
Disability
, 135
Discrimination
, 28, 30, 96, 140–141
Dissolution of historical networking
, 46–47
Diverse workplace
, 124
building systems and structures for
, 126–129
Diversity as precondition for employee engagement
, 152–154
Dunnett T3 test
, 10–11
Economic conditions
, 58–59
Economic constraints
, 56–58
Education
, 76
post-Brown in Atlanta
, 36–37
system
, 124–125
workforce
, 151–152
Education workplace
, 129
barriers to diversifying workforce
, 125–126
building systems and structures for diverse and inclusive workplace
, 126–129
tensions in workplace for educators of color
, 124–125
Educational importance of employing teachers with disabilities
, 136–137
Educational institutions
, 97–98
Educational leadership
, 2, 110–111
professors
, 101–102
programs
, 103–104
Educators
, 94, 124
of color
, 125
Effects of desegregation
, 35–36
Employee engagement
, 150–152
diversity and inclusion as precondition for
, 152–154
Employee experiences (EEX)
, 149–150
Employment
, 133–134
Entry
, 124–125
Equity-infused vocational lens
, 55
Evidence-based techniques
, 4
Family commitments
, 87
Family responsibilities
, 87
Feminism
, 77–78
Feminist scholars
, 110
Feminist@ Edwards
, 81
Feminist@ Garcia
, 85–86
Feminist@ leadership
, 77–78
Feminist@ Munoz
, 83–85
Feminist@ Silva
, 81–83
Firing of black educators
, 46
Gay superintendent
, 20–22
Gay women
, 2
Gender
, 110–111
identity
, 2–3, 109–110
performance
, 109–110
Gender-role stereotypes
, 54–55
Gendered racism
, 55
Georgia Teachers and Education Association (GT&EA)
, 46–47
Guardrails for team-based staffing
, 129–130
Harassment
, 134
Harmony of equity and excellence
, 154
Heterosexual superintendents
, 23
Historical African American Pedagogical Network (HAAPN)
, 48
Historical autoethnography
, 37
Human resources (HR)
, 149–150
Identity
, 22–24
Inaccessible environment
, 139
Inclusion as precondition for employee engagement
, 152–154
Inclusive education
, 142
work spaces
, 156–157
Inclusive workplace
, 124
building systems and structures for
, 126–129
Inclusive worldview
, 142
Individual-level frameworks
, 54–55
Inferential statistics
, 7–11
Intersectionality
, 100
frameworks
, 55
Interview-based method
, 110
Invisible disabilities
, 134
K-12 educational leadership
, 111–112
K-12 experiences
, 36–37
K-12 school system
, 54
Language
, 98–99
Latina
, 76–77
Latino leaders
, 77
Latino students
, 125
Leadership (see also Mentoring)
, 30, 32, 110
context and background
, 20
methods
, 21–22
purpose of study
, 20–21
results
, 22–32
theoretical framework
, 21
Lesbian, gay, bisexual, and transgender educators (LGBT educators)
, 1–2
demographic data
, 5–6
fear of job loss
, 8, 10
limitations
, 14–15
literature review
, 3–4
method
, 5–6
negative consequences
, 12–13
percentage of respondents with yes answers to survey items
, 8
positive consequences
, 13–14
qualitative findings
, 11–14
quantitative findings
, 7–11
race/ethnicity of participants
, 6
results
, 6–15
results of ANOVA
, 10–11
results of SPSS ANOVA fear job loss
, 9, 11
school level of respondents
, 6
simultaneous positive and negative experiences
, 14
Lesbians
, 2
LGBTQ+
, 20–21
Macroaggressions
, 100
Marginalization
, 56–58
Men educators
, 54
Mentoring
, 110
data collection and analysis
, 112–113
Elizabeth
, 115–116
findings
, 113–115
Gary
, 116–117
literature review
, 110–112
method
, 112–113
Samantha
, 117–118
as stopway to pipeline
, 111–113, 115
Mentorship
, 101–102
Metasynthesis
, 59–60, 63
Microaggressions
, 99–100, 134
Mistreatment
, 134
Moderators
, 58–59
Negative stereotypes
, 99–100
Nepantla
, 84–85
New and better pathways for advancement
, 128–129
Next Education Workforce (NEW)
, 124
Occupational stereotypes
, 54–55
One-way ANOVA
, 9
Outcome expectancy
, 54–55
Outness
, 3
Paraeducator
, 128
Patriarchy
, 109–110, 113, 115
People with disabilities, barriers in employment of
, 134–135
Physical disabilities
, 133–134
Pipeline
, 111–112
Platica
, 80
Post hoc comparisons
, 10–11
Post-Brown
, 42–45
changes in black community
, 43
changes in Harper after desegregation
, 43–44
lack of discipline
, 45
lack of resources
, 45
limited extracurricular opportunities
, 45
low expectations
, 44–45
teaching experience after desegregation
, 44
Pre-Brown Era
, 38–41
Charles Lincoln Harper High School
, 39
earliest educational experiences
, 38–39
extracurricular opportunities
, 39–41
teachers during
, 39
Predictors
, 56–58
Proactive personality
, 58
Progressive human resource management
, 149–150
Psychology of Working Theory (PWT)
, 55–59
model
, 57
moderators
, 58–59, 65–66
predictors
, 56, 58, 64–65
Public education workforce management
, 149–150
Queer theory
, 21
Racial identity
, 155–156
Racism
, 93–94, 97, 100, 103
Reflexión
, 80
Religious affiliation
, 156
Resilience of black women educational leaders
, 100–101
Resistance to desegregation
, 41–42
Role conflict
, 54–55
Role model
, 141–142
Sampling
, 21–22
School leaders
, 1–2
School leadership
, 54
programs
, 111–112
Segregation (see also Desegregation)
, 37
persists in Atlanta schools
, 41–42
Self-acceptance
, 86
Self-efficacy
, 54–55
Self-forgiveness
, 86
Self-love
, 86
Self-reflection
, 86
Sexism
, 100, 103
Sexual orientation
, 2–3, 20
Sexuality
, 2
Social identity theory
, 21
Social intolerance
, 140
Social support
, 58–59
Socialization
, 101
Socioecological lens
, 55
Specializations
, 127–128
Stereotypes
, 99
Storytelling
, 80, 86
Superintendency
, 93–94, 100–101
Superintendent
, 19–21
Superintendent
, 76–77
Systemic biases
, 155–156
Systems-level theories
, 54–55
Talent management
, 149–150
Talent-centered education leadership (TCEL)
, 150
conformity in education
, 156
diversity and inclusion as precondition for employee engagement
, 152–154
education workforce
, 151–152
employee engagement
, 150–151
harmony of equity and excellence
, 154
inclusive education work spaces
, 156–157
seven principles
, 157–160
systemic biases
, 155–156
talent management
, 149–150
Teachers with disabilities
, 133
barriers and challenges in employment of teachers with disabilities
, 135–136
data analysis
, 138–139
data collection
, 138
educational importance of employing teachers with disabilities
, 136–137
experiences
, 134
findings
, 139–142
literature review
, 134–137
methods
, 137–139
opportunities
, 141–142
participants
, 137–138
Team-based staffing
, 126–127
guardrails for
, 129–130
as Lynchpin for diversity and inclusion in workplace
, 130
Testimonios
, 79–81, 86–87
conceptual framework
, 79–80
creating opportunity
, 87–88
findings as
, 81–86
literature review
, 76–79
methods
, 80–81
Texas context
, 78–79
Transcendence
, 79–80
Transfeminist scholars
, 110
Trojan Courier
, 39–40
UN Convention on the Rights of Persons with Disabilities (CRPD)
, 135
Vocational psychology
, 54–55
Voice-of-color
, 96
White flight in Atlanta
, 41–42
White Spaces
, 96–99
White supremacy
, 110
Whiteness
, 96–99
Women educators
, 78
Women of color
, 54
educators
, 54
findings
, 64–66
future research
, 68–69
methods
, 59–64
PWT
, 55–59
Work life
, 27–28
Work volition
, 56–58
Workplace discrimination
, 2–3
Workplace incivility
, 134
Workplace inclusion
, 157
- Prelims
- Chapter 1 LGBT Educators' Perceptions of School Climate Across a Decade and Implications for School and District Leaders
- Chapter 2 “Did You Really Feel You Needed to Tell Us?”: Looking for Leadership in All the Queer Places
- Chapter 3 The Way I See It: Segregation, Pre-Brown, and Desegregation, Post-Brown in an Atlanta School
- Chapter 4 A Psychology of Working Perspective on Women of Color K-12 Educational Leaders' Work Experiences
- Chapter 5 Feminist@ Leaders: Testimonios of Aspiring Superintendents in Texas
- Chapter 6 Mending Fractured Pieces: Overcoming the Barriers for Recruitment, Hiring, and Retention of Black Women Superintendents
- Chapter 7 Keeping Patriarchy in Place: Mentoring to Keep the Pipeline Status Quo
- Chapter 8 Transforming the Education Workplace for Diversity and Inclusion Through Teaming
- Chapter 9 Toward a More Inclusive Generation: The Employment of Teachers With Physical Disabilities
- Chapter 10 Cultivating Humanized and Inclusive Workplaces With Talent-Centered Education Leadership
- Epilogue
- Index