A Framework for Black Masculine Caring
Edited By Lisa Bass
Chapter One: Black Masculine Caring in Educational Leadership: Introducing a Masculine-Centered Care Framework
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Black Masculine Caring IN Educational Leadership
Introducing a Masculine-Centered Care Framework
LISA R. BASS
STATEMENT OF THE PROBLEM
Students from high-poverty communities, African Americans, and other disenfranchised populations have been identified as at-risk groups in studies of student achievement in American schools. Research indicates that a persistent gap in achievement exists between African Americans and students who live in poverty and most other racial and ethnic groups (Weinstein, Schwartz, Bel Hadj Amor, & Stiefel, 2008). Ethicists have suggested that teachers who care about their pupils and take an active role in school leadership may be the missing piece in the unsuccessful reform efforts to close this achievement gap (Delpit, 2006; Noddings, 1984; Shade, 1997; Willis, 1995). Most school administrators know that African American, poor, and other disenfranchised students currently achieve at lower levels than most other groups (Ladson-Billings, 2006) because they have experienced structural inequities and received less support, not because they lack ability. Educational leaders also know that the care such disenfranchised students need must be expressed on multiple dimensions and at higher levels of intensity if they are to reach their potential. In short, administrators know that caring for traditionally disenfranchised students promotes student achievement. However, school leaders must move from knowing to doing if we are to see a positive change in the achievement of students who persistently perform at lower levels academically. We must implement leadership models that facilitate...
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