Running head: THE IMPACT OF RACIAL EQUALITY IN URBAN SCHOOLS 1

Name

Grand Canyon University

Prof. John Bryan

Analysis of Education Research: EDL - 861

September 30 2020
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Effects of Racial Inequality and Racism in Urban Schools

Introduction

The prevalent rate of inequality and racism in urban public schools has prevented the

integration of diversity crucial in the management of schools. Upholding racial equality and

equity in the school system also enables educators to create an all-inclusive society by promoting

the concept of diversity. Embracing and maintaining equality and diversity prompts society

towards the advantages derived from racial diversity such as fostering integration and inclusivity.

Currently the concept of racism and racial inequalities remains contentious throughout the

United States and major parts of Europe as illustrated by movements such as the “black lives

matter” creating the urgent need for appreciating racial diversity.

Upholding equality and restraining from racial discrimination when selecting urban

schools leaders diversifies the school fraternity, promoting eliminating racial bias. The roles and

responsibilities of urban school administrators require selection on merits rather than race for

comprehensive development. Therefore, the literature explores the roles, obligations, and

attributes of urban school leaders towards student performance. The review also examines the

critical role of diverse leadership, examining how administrators of color promote diversity in

society through the school system. Besides, the study illustrates people of color's ability to match

the responsibilities and requirements in other fields, suggesting similar abilities in school

administration. Finally, the review explores how urban schools could potentially integrate the

people of color in the leadership and management of urban schools, improving racial equality.

Ultimately, enforcing racial equality in the school system entrenches the significance of
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appreciating diversity in society for overall development and wellbeing of society from an early

age creating an inclusive society in future.

Literature Review

In contemporary society, embracing diversity in all spheres of life remains an important

consideration as human beings seek to promote equality of races. It is imperative to highlight that

a society that embraces equality is poised to develop due to the advantages that result from racial

diversity (Smith, 2018). As a result, institutions such as schools, government agencies, and non-

governmental organizations are expected to practice equality of races in a bid to incorporate

every citizen in the social, economic, and political development agenda (Jones, 2018). Schools

and more specifically urban schools are considered as centers of excellence which can help foster

diversity and racial integration and therefore provide a favorable environment for equality to be

practiced (Rutherford, 2020). It is in this respect that leadership in urban schools remains a focal

area of consideration when discussing incorporating people of color in the running of

administrative affairs.

Scores of studies establish that, today, the role of school administrators is changing with

principals being accorded the responsibility to entrench leadership skills into the school’s

fraternity. However, the historical injustices in education and in leadership reserved such

positions for all white administrators, leaving very few positions for administrators of color.

Rutherford (2020) argues that due to the changing dynamics in the social, economic and political

alignments and leadership attributes, administrators of color are increasingly being accorded the

administrative roles in urban schools, an aspect that cultivates for diversity in its entirety and

racial equality in school networks (Beachum, McCray, & Huang, 2016). It is therefore worth

highlighting that the extremely low number of administrators of color in urban schools in the
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United States of America is a cause for concern and needs to be reviewed both in the scholarly

world and in the political arena because school administrative roles are somehow linked to

political leadership dynamics and economics of the day.

There are numerous advantages that come from incorporating administrators of color into

urban school systems. According to Burns (2020), integrating administrators of color in urban

school’s leadership plays a critical role in fostering both a positive and a motivating culture for

all stakeholders within the school’s systems, while at the same time incorporating a high quality

learning experience for learners. It also helps nurture learners in such a way that they learn to

dispel stereotypes and prejudices that are propelled in the society about people of color in

general, thus cultivating for an ethically and morally diverse society (Beachum, McCray, &

Huang, 2016). The value of diversity that comes by incorporating administrators of color in

urban school’s leadership is essential for the growth of modern-day America.

According to Burns (2020), integrating administrators of color in the leadership of urban

schools in the US also opens up opportunities for student growth and reflection while at the same

time helping urban schools foster a sense of empathy and awareness. It also enables learners in

their capacities to significantly become open-minded citizens with new perspectives about life

and race (Orelus, 2020). It is an aspect that prepares learners for diversity in their future lives

while creating a school environment that nurtures tolerant and mindful citizens. The fact that

urban schools are located in the urban centers where the population is significantly high, the

available studies establish that they serve the poor and the ethnically diverse communities in the

United States of America. As a result, they are historically known to be characterized by poor

academic performance in comparison to suburban schools while having high mobility of students

(Lomotey, 2019). Therefore, due to the vulnerable nature of the students within urban schools, it
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is imperative for society to consider having effective administration which embraces diversity

and understands the challenges affecting ethnically diverse groups.

Today, education has never been more important owing to the fact that globalization has

influenced the way schools are run with societies having higher expectations of all the people

who go through the school system. As a result, placing administrators in positions of school

leadership following the provisions of equality, fairness and justice provides an opportunity for

administrators of color to participate in the top-level of school management. The biggest

question that scholars pose to everyone in society is “why does contemporary America have to

take the debate about races and leadership seriously in this era?” According to Patton and Jordan

(2017), the answer to the above question is quite straightforward and it is because racism and

racial inequality has remained to /be the biggest social, economic and political challenge

America is facing today. The percentage of Blacks holding administrative roles in urban schools

is quite low as compared to the percentage of Whites and other races. As a result, the

consequences of such statistics are felt beyond borders, delaying the agenda to democratize all

institutions and apply the principles of fairness, justice and equality in urban schools (Howell &

Peterson, 2016). It is in this respect that the debate about the significance of increasing the

number of administrators of color in urban schools remains significant.

How Diversity in the Selection of School Leadership Plays a Critical Role in Management

of Urban Schools

The time now is for society to place administrators in the top-level management or any

other level of management based on merit rather than on the basis of ethnicity, race, or gender.

Administrators ought to be passionate about the lives and wellbeing of the learners they represent

at the top level of school management and they should offer opportunities to all including the
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interested and qualified people of color (Ononuju, 2016). There is nothing special about being an

administrator of color or being White because the most important qualification for one to

effectively and smoothly run the activities of urban schools is to have the capacity to

demonstrate a high level of excellence in every leadership role. Therefore, administrative roles

include; the principal’s role, dean’s role, and head master’s role among others and any qualified

individual including the people of color can manage with the zeal and the determination required

for such a level of management.

In the running of urban schools which are ethnically diverse and affected by the

vulnerability of poverty and population, administrators of color can effectively ensure that they

coordinate, control, and delegate duties in such a way that they ensure teachers, counselors, and

other stakeholders effectively improve the standards and opportunities available. It is not that

administrators from other races would fail if given such opportunities or that they are the reason

for the underperformance witnessed in urban schools, but holding other factors constant and

allowing diversity and equality to prevail, people of color can equally deliver as far as

management of schools are concerned (Presberry & Flennaugh, 2020). Through a comparison of

the roles involved in the management of urban schools to other professions, it can be argued that

people of color have performed exemplary in other areas of management within the social,

economic, and the political arena, hence, they can also deliver if given the opportunity to run

urban schools (Knight-Manuel et al., 2017). In fact, administration duties seek to provide

opportunities to an extent that one supports the goals and aspirations of all learners irrespective

of gender, race, ethnicity, or age. The principle “word” in the running of modern-day urban

schools is diversity.
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Administrators of color can effectively institute modern strategic management attributes

that can give a completely new meaning of learning to all students. According to Sanders

(2018), such an opportunity in management, however, should not be on the basis of color but on

the basis of qualifications, where people of all backgrounds are accorded equal chances to

compete for management positions that are available in urban schools. According to Johnson,

Uline and Perez (2018), if all people including the people of color are provided with a level to

seek for the administrative roles in urban schools, it is apparently clear that the divisive racism

that affects American institutions shall be eliminated, paving way for a more inclusive society

(Dematthews, 2018). Learners will have an opportunity to abhor racial stereotypes and school

administrators will only be left with the opportunity to form curriculums, formulate goals and

objectives, create school budgets, and formulate school regulations as well as creating timeliness

for the purpose of streamlining school activities for the betterment of school experience for all

stakeholders.

Integration of people of color in the management of urban schools plays an integral role

in student development. According to Brockenbrough (2018), when Blacks are involved in the

running of institutions in equal measure to their White counterparts, learners learn to appreciate

inclusivity and diversity at an early age, thus, managing to understand the dynamics of an all-

inclusive society even later in their lives. School is a very important level of a child’s

development hence the need to ensure that there are administrators of color in different levels of

managing urban schools (Pabon, Anderson & Kharem, 2017). Administrators of color have

benefited urban schools by introducing a new approach in their management, an approach that is

built upon racial equality. Their inclusion in the administrative duty in urban schools creates a

rather satisfying image that is characterized by equality and abandonment of discrimination in

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society (Orelus, 2020). It is imperative to highlight that having harmony that comes from

equality in the appointment of school administrators translates to peaceful coexistence amongst

learners of different races, which later translates into the creation of a better society built upon

justice, fairness and equality. The bottom line is that having both White administrators and

administrators of color in the running of all schools, including urban ones, helps learners pursue

the understanding of all people including those who are different from them in terms of race

(Farinde-Wu & Fitchett, 2018). As managers of schools that are affected by a myriad of

challenges including poverty and racism, administrators of color can effectively form clear and

compassionate messages that enhance diversity in its entirety.

Themes

The literature review covers the following;

Major Themes

1. Effects of racial inequality and racism in urban schools

2. How Diversity in the selection of school leadership plays a critical role in

management of urban schools

Sub-themes for “Effects of racial inequality and racism in urban schools”

1) The roles and responsibilities of urban school administrators

2) Attributes of administrators of color in the running of metropolitan schools (urban

schools)

3) Factors contributing to poor performance in urban schools

Sub-themes for “How Diversity in the selection of school leadership plays a critical role in
management of urban schools “
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4) Engaging Administrators of color in the management of urban schools plays a

critical role in promoting diversity in the United States of America

5) The performance of people of color in other fields confirms their ability in the

administration of urban schools

6) Integrating administrators of color in the management of urban schools plays a

critical role in improving racial equality

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Summary

The concept of racial inequality in the urban school system is crucial since it inspires the

next generation and eliminating racial discrimination requires conscious efforts throughout all

systems to foster inclusivity in society. When examining the effects of racial inequality in urban

schools the apparent racial injustices previously enacted remains a major concern for the United

States. The intersection of the inequalities with the political environment and dynamics affects

the economics by enforcing stereotypes. Despite the findings in the review, incorporating the

people of color in the urban schools management does not guarantee immediate impacts in

cultivating the ethics and morality to accompany diversity.

The American Urban schools also have a history of poor academic performance linked

with the nature of school leadership. Currently, the racial inequality in urban schools means that

white people are the large population in charge of schools while the minority groups such as

people of color serve as subjects of authority. Allowing for racial equality ought to enhance

understanding and improve service delivery, although the research fails to identify whether that

is the case. Hypothetically, integrating the people of color in leadership within urban schools is

crucial however remains subject to the merit system, which may disqualify the people of color.

Engaging the people of color in management promotes diversity and plays a critical role

in encouraging racial equality throughout the United States. While including the people of color

in management promotes racial equality, the selected leaders may promote racial bias rather

alleviate discrimination. Averting the current racial bias requires upholding diversity while also

ensuring the appropriate individuals hold the offices since the ability to execute other jobs does

not directly translate to equality and equity. Properly integrating the people of color in

administrative positions in urban schools involves strategically aligning roles with streamlined
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merit systems. Racial equality promotes harmonious coexistence and empowers learning across

all races promoting justice and fairness.

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References

Beachum, F. D., McCray, C. R., & Huang, T. (2010). Administrators and Teachers Sharing

Leadership: Utilizing CARE in Urban Schools. Making Connections:

Interdisciplinary Approaches to Cultural Diversity, 12(1).

Brockenbrough, E. (2018). Black men teaching in urban schools: Reassessing Black masculinity.

Routledge.

Burns Thomas, A. (2020). “Please Hire More Teachers of Color”: Challenging the “Good

Enough” in Teacher Diversity Efforts. Equity & Excellence in Education, 1-13.

Dematthews, D. E. (2018). Urban principal narratives on including Black boys with emotional

disabilities. Journal of School Leadership, 28(3), 401-430.

Farinde-Wu, A., & Fitchett, P. G. (2018). Searching for satisfaction: Black female teachers’

workplace climate and job satisfaction. Urban Education, 53(1), 86-112.

Howell, W. G., & Peterson, P. E. (2016). The education gap: Vouchers and urban schools.

Brookings Institution Press.

Johnson Jr, J. F., Uline, C. L., & Perez, L. G. (2018). Leadership in America's best urban

schools. Taylor & Francis.

Jones, C. (2018). Teachers' perceptions of African American principals' leadership in urban

schools. Peabody Journal of Education, 77(1), 7-34.

Knight-Manuel, M. G., Marciano, J. E., Wilson, M., Jackson, I., Vernikoff, L., Zuckerman, K.

G., & Watson, V. W. (2019). “It’s all possible”: Urban educators’ perspectives on
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creating a culturally relevant, schoolwide, college-going culture for Black and Latino

male students. Urban Education, 54(1), 35-64.

Lomotey, K. (2019). Research on the leadership of Black women principals: Implications for

Black students. Educational Researcher, 48(6), 336-348.

Ononuju, I. E. (2016). Legacy, Loyalty and Leadership: Creating a Pipeline of Indigenous Black

Educational Leaders. Journal of Urban Learning, Teaching, and Research, 12, 99-106.

Orelus, P. W. (2020). The cost of being professors and administrators of color in predominantly

white institutions: unpacking microaggression, isolation, exclusion, and unfairness

through a critical race lens. Diaspora, Indigenous, and Minority Education, 1-16.

Pabon, A. J. M., Anderson, N. S., & Kharem, H. (2017). Minding the gap: Cultivating Black

male teachers in a time of crisis in urban schools. The Journal of Negro Education, 358-

367.

Patton, L. D., & Jordan, J. L. (2017). It’s Not About You, It’s About Us: A Black Woman

Administrator’s Efforts to Disrupt White Fragility in an Urban School. Journal of Cases

in Educational Leadership, 20(1), 80-91.

Presberry, C., & Flennaugh, T. K. (2020). 3 Race and Restorative Justice in Urban

Schools. Teaching to Close the Achievement Gap for Students of Color: Understanding

the Impact of Factors Outside the Classroom.

Rutherford, A., & Meier, K. J. (Eds.). (2020). Race and public administration. Routledge.

Sanders, M. G. (2018). Crossing boundaries: A qualitative exploration of relational leadership in

three full-service community schools. Teachers College Record, 120(4), 1-36.

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Smith, P. A. (2016). Does Racism Exist in the Hiring and Promotion of K-12 School

Administrators?. Urban Education Research & Policy Annuals, 4(1).