“Sometimes Things Get Worse Before They Get Better”: A Counter-Narrative of White Suburban School Leadership for Racial Equity

References

• Annie, E.; Casey Foundation. (2016). Kids count data book 2016. Baltimore, MD:Kids count publications. Retreived from http://www.aecf.org/resources/2016-kids-count-data-book/
   Google Scholar
• Baldwin, J. (2013). The fire next time. New York, NY: Vintage.
   Google Scholar
• Bell, D. (1992). Faces at the bottom of the well: The permanence of racism. New York, NY: Basic books.
   Google Scholar
• Buehler, J. (2013). ‘There’sa problem, and we’ve got to face it’: How staff members wrestled with race in an urban high school. Race Ethnicity and Education, 16(5), 629–652. doi:10.1080/13613324.2011.646256
   Web of Science ®Google Scholar
• Cook, D., & Dixson, A. (2013). Writing critical race theory and method: A composite counterstory on the experiences of black teachers in New Orleans post-Katrina. International Journal of Qualitative Studies in Education, 26(10), 1238–1258. doi:10.1080/09518398.2012.731531
   Google Scholar
• Crenshaw, K. (1991). Mapping the margins: Identity politics, intersectionality, and violence against women. Stanford Law Review, 43(6), 1241–1299. doi:10.2307/1229039
   Google Scholar
• Crenshaw, K., Gotanda, N., Peller, G., & Thomas, K. (eds.). (1995). Critical race theory. New York, NY: New Press.
   Google Scholar
• Diamond, J. B., & Lewis, A. E. (2016). Race and discipline at a racially mixed suburban high school: Status, capital, and the practice of organizational routines. Peabody Journal of Education. Advance online publication. doi:10.1080/0161956X.2016.1184951
   Google Scholar
• DiAngelo, R. (2011). White fragility. The International Journal of Critical Pedagogy, 3(3), 54–70.
   Google Scholar
• Douglass, F. (1995). Narrative of the life of Frederick Douglass. 1845. In The classic slave narratives (pp. 243–331).
   Google Scholar
• Douglass, F. (2003). My bondage and freedom (1955). The Modern Library Classic (Random house).New York, NY: Penguin.
   Google Scholar
• Du Bois, W. E. B. (1999). Darkwater: Voices from within the veil. North Chelmsford, MA: Courier Corporation.
   Google Scholar
• Evans, A. (2007a). Changing faces: Suburban school response to demographic change. Education and Urban Society, 39(3), 315–348. doi:10.1177/0013124506297961
   Web of Science ®Google Scholar
• Evans, A. (2007b). School leaders and their sensemaking about race and demographic change. Educational Administration Quarterly, 43(2), 159–188. doi:10.1177/0013161X06294575
   Web of Science ®Google Scholar
• Evans, R. (1996). The human side of school change: Reform, resistance, and the real-life problems of innovation. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Gillborn, D. (2006). Critical race theory and education: Racism and anti-racism in educational theory and praxis. Discourse: Studies in the Cultural Politics of Education. 27(1), 11–32. doi:10.1080/01596300500510229
   Google Scholar
• Holland, M. M. (2012). Only here for the day: The social integration of minority students at a majority white high school. Sociology of Education, 85, 101–120. doi:10.1177/0038040712440789
   Web of Science ®Google Scholar
• Holme, J., Diem, S., & Welton, A. (2014). Suburban school districts and demographic change: The technical, normative, and political dimension of response. Educational Administration Quarterly, 50(1), 34–66. doi:10.1177/0013161X13484038
   Web of Science ®Google Scholar
• Irby, D. (2015). Urban is floating face down in the mainstream: Using hip-hop based education research to resurrect “the urban” in urban education. Urban Education, 50(1), 7–30. doi:10.1177/0042085914563183
   Web of Science ®Google Scholar
• Irby, D. J. (2014). Revealing racial purity ideology: Fear of black–white intimacy as a framework for understanding school discipline in post-brown schools. Educational Administration Quarterly, 50(5), 783–795. doi:10.1177/0013161X14549958
   Web of Science ®Google Scholar
• Irby, D. J. (2018). Mo’Data, Mo’Problems: Making sense of racial discipline disparities in a large diversifying suburban high school. Educational Administration Quarterly, 54(5), 693–722.
   PubMed Web of Science ®Google Scholar
• Ispa-Landa, S., & Conwell, J. (2015). Once you go to a white school, you kind of adapt” black adolescents and the racial classification of schools. Sociology of Education, 88(1), 1–19. doi:10.1177/0038040714555434
   Web of Science ®Google Scholar
• Jupp, J. C., Berry, T. R., & Lensmire, T. J. (2016). Second-wave white teacher identity studies: A review of white teacher identity literatures from 2004 through 2014. Review of Educational Research, 86(4), 1151–1191. doi:10.3102/0034654316629798
   Web of Science ®Google Scholar
• Jupp, J. C., Berry, T. R., & Lensmire, T. J. (2016). Second-wave white teacher identity studies: A review of white teacher identity literatures from 2004 through 2014. Review of Educational Research, 86(4), 1151–1191. doi:10.3102/0034654316629798
   Web of Science ®Google Scholar
• Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.
   Web of Science ®Google Scholar
• Lensmire, T., McManimon, S., Tierney, J. D., Lee-Nichols, M., Casey, Z., Lensmire, A., & Davis, B. (2013). McIntosh as synecdoche: How teacher education‘s focus on white privilege undermines antiracism. Harvard Educational Review, 83(3), 410–431. doi:10.17763/haer.83.3.35054h14l8230574
   Web of Science ®Google Scholar
• Lensmire, T. J. (2010). Ambivalent white racial identities: Fear and an elusive innocence. Race Ethnicity and Education, 13(2), 159–172. doi:10.1080/13613321003751577
   Web of Science ®Google Scholar
• Leonardo, Z. (2013). Race frameworks: A multidimensional theory of racism and education. Teachers College Press.
   Google Scholar
• Lewis, A. E., & Diamond, J. B. (2015). Despite the best intentions: How racial inequality thrives in good schools (1st ed.). New York, NY: Oxford University Press.
   Google Scholar
• Lewis-McCoy, R. L. (2014). Inequality in the promised land: Race, resources and suburban schooling. Palo Alto, CA: Stanford University Press.
   Google Scholar
• Lewis-McCoy, R. L. (2016). Boyz in the ‘burbs: Parental negotiation of race and class in raising black males in suburbia. Peabody Journal of Education, 91, 309–325. doi:10.1080/0161956X.2016.1182839
   Google Scholar
• Lewis-McCoy, R. L. (2018). Suburban black lives matter. Urban Education, 53(2), 145–161. doi:10.1117/0042085917747116
   Web of Science ®Google Scholar
• Lipsitz, G. (1995). The possessive investment in whiteness: Racialized social democracy and the ‘white’problem in American studies. American Quarterly, 47(3), 369–387. doi:10.2307/2713291
   Web of Science ®Google Scholar
• Milner, H. R., & Laughter, J. C. (2015). But good intentions are not enough: Preparing teachers to center race and poverty. The Urban Review, 47(2), 341–363. doi:10.1007/s11256-014-0295-4
   Google Scholar
• Picower, B. (2009). The unexamined whiteness of teaching: How white teachers maintain and enact dominant racial ideologies. Race Ethnicity and Education, 12(2), 197–215. doi:10.1080/13613320902995475
   Web of Science ®Google Scholar
• Pollock, M. (2004). Race wrestling: Struggling strategically with race in educational practice and research. American Journal of Education, 111(1), 25–67. doi:10.1086/424719
   Web of Science ®Google Scholar
• Solorzano, D., & Yosso, T. (2002). Critical race methodology: Counter-storytelling as an analytical framework for education research. Qualitative Inquiry, 8(1), 23–44. doi:10.1177/107780040200800103
   Google Scholar
• Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2), 221–258. doi:10.1177/0013161X06293717
   Web of Science ®Google Scholar
• Theoharis, G. (2010). Disrupting injustice: Principals narrate the strategies they use to improve their schools and advance social justice. Teachers College Record, 112(1), 331–373.
   Web of Science ®Google Scholar
• Theoharis, G., & Haddix, M. (2011). Undermining racism and a whiteness ideology: White principals living a commitment to equitable and excellent schools. Urban Education, 46(6), 1332–1351. doi:10.1177/0042085911416012
   Web of Science ®Google Scholar
• Thomas, E. E. (2015). “We always talk about race”: Navigating race talk dilemmas in the teaching of literature. Research in the Teaching of English, 50(2), 154.
   Web of Science ®Google Scholar
• Thurman, H. (1949). Jesus and the Disinherited. Boston, MA: Beacon Press.
   Google Scholar
• Warren, C. A. (2016). “We learn through our struggles”: Nuancing notions of urban Black male academic preparation for postsecondary success. Teachers College Record, 118(6), 1–38.
   Web of Science ®Google Scholar
• Wells, A. S., & Crain, R. L. (1997). Stepping over the color line: African-American students in white suburban schools. New Haven, CT: Yale University Press.
   Google Scholar
• Welton, A. D., Diem, S., & Holme, J. J. (2015). Color conscious, cultural blindness: Suburban school districts and demographic change. Education and Urban Society, 47(6), 695–722. doi:10.1177/0013124513510734
   Web of Science ®Google Scholar