Linda C. Tillman

Mentoring African American Faculty in Predominantly White Institutions

Mentoring has been identified as a method to facilitate the professional growth and development of African American faculty and to increase their representation in predominantly White institutions. However, there is little empirical evidence from studies of this group to suggest that this is the case. This article presents findings from a study of the mentoring experiences of African American faculty in two predominantly White research institutions, and the findings are presented using a cross case analysis to highlight complexities which may affect the dynamics of faculty-to-faculty mentoring for African Americans. The findings from this study make two important contributions to the literature on faculty-to-faculty mentoring for African Americans: an analysis of assigned mentoring relationships and the concept of the isolation of African American faculty in predominantly White institutions. The findings also challenge the literature on traditional faculty-to-faculty mentoring in three areas: mentor functions, phases of the mentor-protégé relationship, and race in the mentoring relationship. The article concludes with implications for practice and the role of the university in taking affirmative steps to facilitate the professional growth and development of African American faculty.

Mentoring New Teachers: Implications for Leadership Practice in an Urban School

This article focuses on leadership practices and teacher mentoring in an urban school context. A central perspective of this discussion is the role of the urban school principal in implementing and facilitating mentoring arrangements that will lead to competence, retention, and improved student achievement. Results from a case study of a mentoring triad in a large, urban high school are presented. The participants were a 1st-year African American teacher, her mentor, and the principal. The article begins with a discussion of teacher mentoring. The discussion then shifts to the mentoring experiences of the 1st-year African American teacher. Next, three themes are discussed: (a) mentoring as a means for enhancing professional and personal competence; (b) mentoring as a means of transmitting the culture of the educational environment; and (c) mentoring as a catalyst for transformative leadership. The article concludes with a discussion and some implications for transformative leadership practices that can facilitate effective mentoring arrangements for new teachers in the urban school context.

Researching and writing from an African‐American perspective: reflective notes on three research studies

The author discusses several culturally sensitive qualitative research approaches, revisits the Culturally Sensitive Research Framework, a theoretical framework for conducting culturally sensitive research in African‐American communities and provides examples of research that has employed culturally sensitive approaches. The discussion then shifts to reflections on her use of the Culturally Sensitive Research Framework in three research studies: a case study of a first‐year African‐American teacher, the role of African‐American principals in facilitating the professional and personal competence of novice teachers, and research on African‐American parental engagement. The author concludes the article with reflections on situating herself as an indigenous‐insider (and sometimes outsider) in the research process.

Mentoring, Reflection, and Reciprocal Journaling

There is a severe shortage of African American teachers in K-12 public education, and this shortage is particularly acute in large, urban school districts. This article presents results from a case study of a mentoring triad–a first-year African American teacher, her mentor, and her principal– and the use of reflection and reciprocal journaling to reflect on and dialogue about the challenges of teaching in a large urban high school. More specifically, the research is an investigation of journaling as a reciprocal process of communication used by the participants to reflect on instructional practices, principal expectations, racial and cultural issues within the urban school context, and the first-year teachers decision to stay in her position. The author discusses two major themes, the teachers professional competence and the teacher as a member of the school community, and gives several recommendations for practice.

Boston Public as Public Pedagogy: Implications for Teacher Preparation and School Leadership

Abstract The media play a major role in the construction of popular cultural “texts,” such as films and television programs. These media forms are conceptualized as “public pedagogies”—i.e., as texts that have great potential to teach the public about a wide range of educational issues. This article focuses attention on the representation of teachers and principals in the popular television series Boston Public. Specifically, the authors provide two complimentary accounts of how the representations of teachers and principals can be engaged through critical analyses or “readings.” One account develops a deconstructive reading of how Boston Public treats teacher preparation, teacher competence, and principal leadership. The second account examines how preservice teachers were engaged in multiple readings of the program. The article concludes by suggesting that analyzing popular representations of teachers and educational leaders in film and television can become one important strategy, among others, for developing critically reflective educational leaders and teachers.

Inventing herself: examining the intersectional identities and educational leadership of Black women in the USA

And she [Black woman] had nothing to fall back on; not maleness, not whiteness, not ladyhood, not anything. And out of the profound desolation of her reality she may well have invented herself. (Mo...

Inventing ourselves: an informed essay for Black female scholars in educational leadership

Black women and men often work in academic spaces that were not made for them, where they are often viewed as outsiders and in many cases where they find little support for their efforts. But being a Black female professor in a predominantly white institution can sometimes be especially challenging. The purpose of this essay is to provide a brief recounting of some of the author’s experiences as a Black female graduate student and professor, and discuss the imperative for: (a) developing a strategic plan that will lead to a successful career in the academy; and (b) building and sustaining mentoring relationships. The article concludes with some thoughts about getting over and keeping our eyes on the prize.

Comments on Howe: The Never-Ending Education Science Debate: I’m Ready to Move On

The usefulness of positivist traditions in education research has been debated for some time, and there continue to be various epistemological and methodological camps regarding the question of what constitutes “good” or “real” research. The importance of educating all children necessitates that we think about what are the most effective and most appropriate methods for investigating specific problems, including methods that are outside positivist traditions. The author of this response to Howe (2009) addresses Howe’s critique of the education science question, points out what is missing in Howe’s critique, and considers the implications for conducting research that is critical to the education of all children, particularly those who traditionally have been underrepresented and under-served in the U.S. public education system.

Accountability, High Stakes Testing and no Child Left Behind

With the passage of the No Child Left Behind (NCLB) Act, the federal government increased its role in the reform of public education. The central feature of this movement is the use of standardized testing to raise student achievement, and particularly among minority and low-income disadvantaged students. Drawing on the slogan of the Childrens Defense Fund, the NCLB Act is intended to reverse the “soft bigotry of low expectations” and include all children in efforts to achieve academic excellence. Additionally, the Act requires states to put in place procedures and policies to attract and retain “highly qualified” teachers in core subject matter areas. This chapter will focus on accountability and high stakes testing under NCLB, present arguments for and against the act, and report findings of recent research on standardized testing. The chapter concludes with a discussion of several aspects of NCLB that could produce a disparate impact on African American students in urban schools.

Intersectional identities and educational leadership of black women in the USA

1. Inventing herself: examining the intersectional identities and educational leadership of Black women in the USA Sonya Douglass Horsford and Linda C. Tillman 2. This bridge called my leadership: an essay on Black women as bridge leaders in education Sonya Douglass Horsford 3. Leading through the challenge of change: African-American women principals on small school reform April L. Peters 4. The intersection of race and gender in school leadership for three Black female principals Latish Cherie Reed 5. Making the case for the outlier: researcher reflections of an African-American female deputy superintendent who decided to close the achievement gap Karen Stansberry Beard 6. When care trumps justice: the operationalization of Black feminist caring in educational leadership Lisa Bass 7. Race, gender, and leadership identity: an autoethnography of reconciliation Patrice McClellan 8. Advancing our legacy: a Black feminist perspective on the significance of mentoring for African-American women in educational leadership Cosette M. Grant 9. Inventing ourselves: an informed essay for Black female scholars in educational leadership Linda C. Tillman 10. Standing on the promises: a new generation of Black women scholars in educational leadership and beyond Judy A. Alston