RACE IN THE APPOINTMENT AND DAILY LEADERSHIP OF AFRICAN AMERICAN INDEPENDENT SCHOOL HEADS Tia Kathleen Gueye BS, University of Rochester, 2003 MS, University of California at Irvine, 2004 MSEd, City College of New York, 2008 Mentor Toby Tetenbaum, PhD Readers Sheldon Marcus, EdD Carlos McCray, EdD DISSERTATION PROPOSAL SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION IN THE GRADUATE SCHOOL OF EDUCATION OF FORDHAM UNIVERSITY NEW YORK 2015 ii COPYRIGHT © Tia Kathleen Gueye, 2015, All Rights Reserved. iii ACKNOWLEDGMENTS I would like to acknowledge Dr. Toby Tetenbaum for her support and guidance throughout this entire process. Toby, thank you for encouraging me to think creatively, critically and analytically at all times. I would also like to thank the eight African American independent School Heads that participated in this study. Without their willingness, genuine commitment and expressed responsibility to share their testimonies, this work would not have been possible. I would also like to acknowledge the ELAP 2012 cohort – especially Deanne Southwell who went along this journey with me simultaneously. iv DEDICATION To my husband, Modou: I thank you for your endless support, love and encouragement. To our children, Mali, Maye, and Awo: I hope that the content of this paper inspires you and encourages you to actualize your best selves. Thinking of you keeps me smiling on the inside and out. I love you with all of my heart. v TABLE OF CONTENTS Page NOTICE OF COPYRIGHT ii ACKNOWLEDGEMENTS iii DEDICATION iv LIST OF TABLES ix ABSTRACT 1 CHAPTER I. INTRODUCTION 2 Background of the Problem 2 Research Questions 4 Definitions of Terms 4 Significance of the Study 8 Theoretical Rationale: Critical Race Theory 9 CHAPTER II. REVIEW OF THE LITERATURE 12 Race and Racism 13 Slavery (1619–1865) 15 Jim Crow and Segregation (1865–1965) 16 African American School Leaders, Pre- and Post-Brown 16 History of Independent Schools 18 History of African American Students in Independent Schools 21 Similarities between the School Head and a Superintendent 22 History of African American Public School Superintendents 22 Tokenism 24 vi TABLE OF CONTENTS (continued) Institutional Bias 25 The Glass Ceiling 26 Stereotypes, Prejudice, and Discrimination 27 The Independent School Board 28 School Head Appointment 28 Schools Led by African American Heads 30 Educational Factors Affecting Appointment 31 Professional Links to Schools Affecting Appointment 31 The Leadership Challenge 32 CHAPTER III. RESEARCH DESIGN AND METHODOLOGY 34 Participants 34 Procedure 36 Qualitative Research 36 Data Collection 38 Triangulation 38 Interviews 41 Member Checks 43 Documents 43 Research Design 44 Coding and Data Analysis 44 Limitations 46 CHAPTER IV. FINDINGS 47 vii TABLE OF CONTENTS (continued) Career Path and Journey to Headship 47 The School Heads’ Career Trajectories 49 Educational Background 50 Research Question 1 53 Mentor Relations 58 Research Question 2 60 African American Experience 61 Authentic Leadership Style 65 Hard-Working 65 Child-Centered Leadership 66 Transformational Experience 67 Why They Were Chosen as School Head 68 Daily Leadership 70 Diversity Initiatives 74 Family Considerations 77 Why So Few African American School Heads? 78 Summary 80 CHAPTER V. SUMMARY, DISCUSSION, AND IMPLICATIONS 81 Summary 81 Discussion 83 Research Question 1 83 Research Question 2 91 viii TABLE OF CONTENTS (continued) Implications for Future Research 92 Implications for Education 93 Conclusion 94 REFERENCES 96 APPENDIX A: IRB Approval Form 104 APPENDIX B: Consent Form 105 APPENDIX C: Guiding Interview Questions 107 ix LIST OF TABLES Table Page 1. Profile of African American Independent School Heads 35 2. Data Regarding the Eight Independent School Heads Led by Study Participants 35 1 Abstract RACE IN THE APPOINTMENT AND DAILY LEADERSHIP OF AFRICAN AMERICAN INDEPENDENT SCHOOL HEADS Tia Kathleen Gueye, EdD Fordham University, New York, 2015 Mentor Toby Tetenbaum, PhD This qualitative study explored the influence of race on the appointment and daily leadership of African American independent School Heads. Currently, there are only 30 such School Heads out of more than 1,500 member schools in the National Association of Independent Schools. In- depth interviews revealed a considerable impact of race on the appointment and daily leadership of the eight African American independent School Heads who participated in this study. The lack of African American School Heads in the independent school pipeline is a result of the low representation of African American students, faculty, and administrators in independent schools. Through the application of tokenism, Critical Race Theory, and Kouzes and Posner’s leadership model, it was determined that these educational leaders thrive in predominately white, elite academic institutions because they grew up in the middle class and attended predominately white schools. Furthermore, these leaders exhibited transformational leadership that was both authentic and child-centered.