(Re)constructing the Language of the Achievement Gap to an Opportunity Gap: The Counternarratives of Three African American Women School Leaders

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Abstract

This article situates the counternarrative of three African American female school principals and their leadership practices toward equity using a critical race theory framework (CRT). The data come from a larger exploratory study that addressed the understanding of the so-called achievement gap by school leaders. Four prevalent themes emerged through the use of a CRT analysis: (1) Mind-set toward opportunity gap; (2) recognizing issues: race, racism, and interest convergence; (3) holistic approaches toward “Our” students; and (4) the (real) opportunity of loss. I conclude with four contexts for implication for school leadership practice.
Original languageEnglish (US)
Pages (from-to)344-373
JournalJournal of School Leadership
Volume28
Issue number3
DOIs
StatePublished - May 1 2018
Externally publishedYes

Keywords

  • school leadership
  • critical race theory
  • counternarrative
  • opportunity gap
  • social justice

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