000			01388nab a2200241 4500
999			_c11001 _d11001
003			OSt
005			20201214152131.0
007			cr aa aaaaa
008			201214b ||||| |||| 00| 0 eng d
100			_aBrooks, Jeffrey S. _930554
245			_aSchool Leadership and Racism: An Ecological Perspective
260			_bSage, _c2019.
300			_aVol 54, Issue 5, 2019 (631-655 p.)
520			_aThis article reports results from a single-school case study that explored the ways racism influences (and is influenced by) racism. The study examined the ways racism is manifest at different levels of the system: individual, dyadic, subcultural, institutional, and societal. In doing so, the authors sought to understand how racism influences leadership practice within and across each of these levels, meaning as a whole they were considered as an ecological model. Findings suggested pretext, context and posttext are important, and that individual educators’ leadership is influenced by ever-changing racial dynamics in their school.
650			_aschool leadership, _934297
650			_asystemic racism, _934298
650			_a institutional racism, _933394
650			_a socio-cultural context _930749
700			_aWatson, Terri N. _932533
773	0		_010959 _915474 _dSage, 2019. _tUrban education
856			_uhttps://doi.org/10.1177/0042085918783821
942			_2ddc _cART