Does Racism exist in the Hiring and Promotion of K-12 School Administrators?
Abstract
There is an absence of any extensive examination of the ways in which agency, White conferred dominance, and racial stratification perpetuate inequalities in access to educational leadership positions by Black Americans. Through an integrative review, and analysis of national data sets, this paper explores the extent to which differing levels of racism - individual, institutional, or cultural, exist in the hiring and promotion of K-12 school administrators. Utilizing a critical race theory (CRT) epistemological approach, as well as a historicizing of knowledge analytical approach, the paper illustrates that despite signifcant gains through the Civil Rights movement, African Americans continue to be denied equitable access to senior school administrative positions. The paper also examines the social and economic cost of maintaining racism within this area of public services. The paper concludes with a response to the entitled question "Does racism exist in the hiring and promotion of K-12 school administrator?"
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