Date of Award
6-2024
Document Type
Dissertation
Publisher
Santa Clara : Santa Clara University, 2024
Degree Name
Doctor of Education (EdD)
Abstract
The historical roots of the United States education system are deeply entwined with the marginalization of Black students. Systemic racism continues to permeate educational institutions, creating significant achievement gaps and hindering Black student success. This research addresses the urgent need for educational reform efforts that prioritize Black student success. This dissertation explores the perspectives of Black superintendents in California. It identifies the integral elements they believe are necessary to redesign education and center the success of Black students. Employing a phenomenological approach, this study delves into the lived experiences of Black superintendents. Through semi-structured interviews, the research explores their views on dismantling systemic racism and creating equitable educational opportunities for Black students. The study identifies three key elements Black superintendents deem essential for educational reform: (a) increased recruitment and hiring of Black teachers to foster positive racial identity development in Black students; (b) focused allocation of resources and funding specifically tailored to address the needs of Black students and promote academic achievement; and (c) cultivating a collective belief system within the educational community that recognizes the inherent potential and brilliance of Black students. This dissertation contributes valuable insights for policymakers and educators seeking to dismantle systemic racism in education and create a more equitable learning environment where all students, particularly Black students, can thrive.
Recommended Citation
Chang, Rachel, "Black Superintendents’ Perspectives on Educational Reform" (2024). Social Justice in Educational Leadership EdD Dissertations. 3.
https://scholarcommons.scu.edu/ed_dissertations/3