Examining the Impact of Race in the Recruitment, Placement, and Retention of African-American Male Principals in Rural North Carolina School Districts: A Qualitative Study of the Perceptions of African-American Male Principals Serving in Rural, High-Poverty, High-Minority Elementary Schools

Abstract

This study was designed to explore the unique perspectives of African-American male principals serving in rural high-poverty, high-minority elementary schools regarding the residual effects of the North Carolina School Performance Grade Accountability Model and the perceived role that race plays in their recruitment, placement, and retention at certain schools. This study adds to the extant body of literature regarding African-American male principals by examining the issues in a rural context and at the elementary school level, areas in which there is a dearth of research. The lens of Critical Race Theory (CRT) was applied to the findings of this study to provide school boards, superintendents, and other district-level individuals who are influential in hiring decisions with valuable insight into the lived experiences of these principals. This investigation was intended to help such individuals uncover potential unconscious biases and covert hiring practices that may influence recruitment, hiring, and placement of African-American males who are currently serving as or aspiring to become principals. Additionally, this study sought to explore the historical landscape and current conditions that have contributed to the underrepresentation of African- American male principals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]