influences of Black school leadership on supporting positive outcomes for Black students in urban schools

• Online Access: http://hdl.handle.net/2047/D20361063

Abstract With the rising rates of diversity in school classrooms, strategies need to be addressed regarding how to reach each demographic's academic necessities. There is a rapidly growing rate of Black students within urban public-school systems. Their educational experience should support the development of literacy, numeracy, communication, problem-solving, and personal development skills. Students also need to be equipped with the non-academic skills necessary to navigate the real world. Leaders of schools have the power to access Black students' minds and develop a more positive narrative for their educational experience. They can evoke culturally relevant pedagogies within their schools, recruit Black teachers, incorporate culturally responsive curriculum, and build positive affirmations on what it means to be a Black scholar. This qualitative narrative study explores how a sample of Black leaders in schools impacts the outcomes of Black students. The research question, How do Black Principals and Assistant Principals describe their role in developing Black students? is addressed in terms of inclusion, equity, advocacy and self-awareness. Keywords: Black, race, education, culture, pedagogy, principal, leadership, teacher, attainment, retention, curriculum