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Educational leaders as transformativ...

Jean-Marie, Gaetane.

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Educational leaders as transformative intellectuals: Examining leadership discourses of African American women administrators in Historically Black colleges and universities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Educational leaders as transformative intellectuals: Examining leadership discourses of African American women administrators in Historically Black colleges and universities./
作者:	Jean-Marie, Gaetane.
面頁冊數:	144 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1206.
Contained By:	Dissertation Abstracts International63-04A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3049169
ISBN:	0493636013

Educational leaders as transformative intellectuals: Examining leadership discourses of African American women administrators in Historically Black colleges and universities.
Jean-Marie, Gaetane.

Educational leaders as transformative intellectuals: Examining leadership discourses of African American women administrators in Historically Black colleges and universities. - 144 p.

Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1206.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2002.

The scholarly literature on women in leadership and higher education rarely includes the voices of African American women administrators in Historically Black Colleges and Universities (HBCU) (Benjamin, 1997; Harvey, 1999; James & Farmer, 1993). In this dissertation, I examine leadership discourses of African American women university administrators in HBCUs in the southeastern United States. I draw upon four conceptual frameworks of leadership: visionary (Nanus, 1992), servant (Greenleaf, 1977), constructivist (Lambert & Walker, 1995), and critical perspectives (Foster, 1986; 1989). These leadership theories are compared with the theories my administrators' adopt and adapt in their self-definitions.

ISBN: 0493636013Subjects--Topical Terms:

626645
Education, Administration.

Educational leaders as transformative intellectuals: Examining leadership discourses of African American women administrators in Historically Black colleges and universities.
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245 1 0 $a Educational leaders as transformative intellectuals: Examining leadership discourses of African American women administrators in Historically Black colleges and universities.
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500 $a Source: Dissertation Abstracts International, Volume: 63-04, Section: A, page: 1206.
500 $a Director: Kathleen Casey.
502 $a Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2002.
520 $a The scholarly literature on women in leadership and higher education rarely includes the voices of African American women administrators in Historically Black Colleges and Universities (HBCU) (Benjamin, 1997; Harvey, 1999; James & Farmer, 1993). In this dissertation, I examine leadership discourses of African American women university administrators in HBCUs in the southeastern United States. I draw upon four conceptual frameworks of leadership: visionary (Nanus, 1992), servant (Greenleaf, 1977), constructivist (Lambert & Walker, 1995), and critical perspectives (Foster, 1986; 1989). These leadership theories are compared with the theories my administrators' adopt and adapt in their self-definitions.
520 $a I interviewed, transcribed, and analyzed the life stories of twelve participants who serve in the capacity of president, academic dean, vice chancellor and president, executive director, and university attorney at their respective institutions. Their educational background include degrees from both historically black and white institutions in the areas of business, education, science, communications, nursing, and law. I use narrative methodology based on Reisman (1993), Popular Memory Group (1982), and Casey (1993, 1995--96); I draw on the concepts of selectivity, silence, slippage, and interpretive traditions and communities. I search for patterns, which reflect African American interpretive traditions or alternative (e.g., white male) traditions and communities.
520 $a My analysis of African American women administrator explores thematic issues of identity, impact of racism and sexism, communal values, spiritual/religious discourse in HBCUs and their interpretations of viewing the world. Three different projects among the participants were construed: a social justice project rooted in community, a career project rooted in individual achievement, and a visionary project rooted in economic success.
520 $a The administrators in the social justice group interpret their leadership in the context of a spiritual or religious realm and through shared community commitment. Students are regarded as children of the community who are to be nurtured, groomed, and "prayed" for as leaders of the next generation. A career project rooted in individual achievement places emphasis on the individual leader who articulates a top-down and authoritarian way of leading. The institution moves forward through the actions taken by the leader. Finally, a visionary project rooted in economic success is based on a corporate mindset operating within educational institutions. Students are viewed as consumers whose education is the product being sold.
520 $a Based on my findings, I consider which administrators work for social change and engage in social justice in higher education. Theorizing on leadership in relationship to intellectual work, I draw upon the works of (Gramsci, 1968; 2000) on traditional and organic intellectual; Giroux (1988) on teachers as transformative intellectuals; West (1999) on the insurgent intellectual; and hooks (1991) on black women intellectuals. From this discussion, I coin a new term, educational leaders as transformative intellectuals and consider how administrators can live the praxis of social justice.
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