Uncovering the black box : the hiring of Black educators for principalship positions in suburban contexts

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dc.contributor.advisorDeMatthews, David
dc.contributor.committeeMemberJabbar , Huriya
dc.contributor.committeeMemberGreen, Terrance L
dc.contributor.committeeMemberWilliams, Sheneka
dc.contributor.committeeMemberReyes, Pedro
dc.creatorClarida, Kimberly Danielle
dc.date.accessioned2024-07-16T23:38:54Z
dc.date.available2024-07-16T23:38:54Z
dc.date.created2024-05
dc.date.issued2024-05
dc.date.submittedMay 2024
dc.date.updated2024-07-16T23:38:55Z
dc.description.abstractResearchers have long recognized that common hiring practices are racially biased (Avery, 1979; Bertrand & Mullainathan, 2003). However, in education, few studies examine the hiring and placement policies and practices for school principals at the district level (Palmer & Mullooly, 2015). Equitable hiring practices are essential for ensuring equal opportunity for Black educators, who are underrepresented in the principalship despite the increasing number of Black students in K-12 (Williams & Loeb, 2012). The principal representation gap is especially alarming when Black students are consistently disenfranchised within U.S. public schools (Lomotey, 2019). Better educational opportunities for Black students are achievable and tied to hiring racially diverse and equity-focused principals (Bartanen & Grissom, 2019) - specifically Black principals (Kelley, 2012; Lomotey, 2019; Williams & Loeb, 2012). This dissertation uses a mixed method multiple case study design to analyze hiring practices within two suburban school districts through the lens of racialized organizational theory (Ray, 2020). The study starts with investigating the “black box” of districts’ hiring policies and practices using document analysis, hiring observations, and interviews with district officials and employees who participate in principal selection committees. Then, application data is analyzed to identify the rate at which Black candidates apply for principal positions compared to the rates at which they are hired and the demographics of schools where they are placed. Finally, interviews with Black educators in each district were used to understand how hiring policies and practices can improve for principals based on their experiences. This study allows researchers to conceptualize what is happening within the application pool process at the district level and provide school districts with insights on how equitable hiring structures and practices can further promote the hiring of Black principals.
dc.description.departmentEducational Leadership and Policy
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/2152/126055
dc.identifier.urihttps://doi.org/10.26153/tsw/52594
dc.language.isoEnglish
dc.subjectBlack principals
dc.subjectEducation policy
dc.subjectRacial bias
dc.subjectPrincipalship diversity in education leadership
dc.subjectRacial discrimination
dc.subjectOrganizational theory
dc.subjectEducational equity
dc.subjectCase study methodology
dc.subjectMixed methods research
dc.subjectHiring practices
dc.subjectHiring outcomes
dc.subjectSuburban schools
dc.subjectEquity
dc.subjectRacial equity
dc.subjectRacialized organizational theory
dc.subjectHR administration
dc.subjectHuman resources in education
dc.titleUncovering the black box : the hiring of Black educators for principalship positions in suburban contexts
dc.typeThesis
dc.type.materialtext
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducational Leadership and Policy
thesis.degree.disciplineEducational Leadership and Policy
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.nameDoctor of Philosophy

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