Educational organizations that reflect a diversity of class, gender, socioeconomic status, and nationality establish a complex set of interactions that have implications for how groups are formed. This article examines how African American principals perceive intergroup conflict and acknowledges their leadership concerns in working with European American participants in desegregated suburban schools. Findings from this study revealed these "color-conscious" leaders were cultural integrators and consensus builders who had acquired an understanding of diversity of groups and were able to establish leader-member trust. Whether due to their ethnic backgrounds or leadership capabilities, these African American principals often struggled with how to respond to the needs of both minority and majority groups in dealing with intergroup conflict.
ASJC Scopus subject areas
- Developmental and Educational Psychology