University of Southern California Dissertations and Theses

Equitable hiring practices: “Why can’t I see myself in my school?”: Hiring and retaining ethically diverse leadership in public schools

(USC Thesis Other)

Equitable hiring practices: “Why can’t I see myself in my school?”: Hiring and retaining ethically diverse leadership in public schools

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content

Equitable Hiring Practices: “Why Can’t I See Myself in My School?”: Hiring and
Retaining Ethically Diverse Leadership in Public Schools

Michael R. Romero

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

May 2023

© Copyright by Michael R. Romero 2023
All Rights Reserved

The Committee for Michael R. Romero certifies the approval of this Dissertation

Gregory Franklin
John Garcia
David Cash, Committee Chair

Rossier School of Education
University of Southern California
2023
iv
Abstract
There is an urgent need for K-12 school districts in the United States to hire, support, and retain
school principals that reflect the students in the schools they serve. One of the most important
investments we make in public education is ensuring we have well-qualified, caring, and
dedicated principals in every school. Our principal force should be excellent, but excellence
alone will not be enough. If we are to increase opportunities for students and address the
inequities that exist in our schools for the most marginalized students, it is critical that we
develop a diverse leadership force that reflects the students in the schools they serve. With an
increasing number of students of color walking through our urban public school doors, it is
important to have role models that can connect students to the world outside of the schoolhouse
and the opportunities that exist in the United States. Reviewing all indicators of academic
achievement, educational attainment, and school success, students of color are consistently
ranked at the bottom (Skiba et al., 2008). These dismal patterns exist in urban and rural school
districts throughout the United States, with very few exceptions. The disproportionate outcomes
of students of color within the United States have been consistent for the past 40 years (Skiba et
al., 2008). To address this gap and improve academic outcomes for students of color, research-
based practices, strategies, and policies for recruiting, hiring, and retaining principals of color
must be identified. Students of color with leaders of color in their schools and classrooms are
statistically more likely to receive higher test scores, graduate from high school, and be accepted
to college (Easton-Brooks, 2013).

v
Dedication
To my loving wife, who is my pillar of support. Mama, thank you for always taking care of our
family and being the “rock of Gibraltar” so that I could dedicate countless hours to my work. All
four of our children are truly remarkable because you are a great Mama!

To my daughter, Cosette, thank you for being the “trailblazer” and a remarkable role model for
your siblings and cousins. You are a beautiful, loving daughter and a born leader.

To my daughter, Chloe, you are a truly loving person who is gifted at making people feel special.
Continue to work hard and touch the world as you have, and our family and community will be a
better place because of it.

To my son Michael Jr., who just completed his PhD in Economics at George Mason University,
you accomplish everything you set your mind to, and I know that you will continue to work hard
and meet every goal. We now have two Dr. Romero’s in the family!

To my youngest daughter, Hanna, you are the living example of someone who lives by their core
beliefs on the importance of equity and inclusiveness. I love you very much and could not be
prouder of you.

To my loving mom Patricia Romero, thank you for showing me, Rhonda, and Debbie the
importance of family, education, and hard work. Because of you, your children and
grandchildren will always understand the importance of these.
vi
Acknowledgments
I would like to thank my dissertation chair, Dr. David Cash, for his constant support and
wisdom. This journey would not have been possible without the guidance of Dr. Cash, his
mentorship and constant encouragement were most helpful during this challenging journey.
Thank you to my committee members, Dr. Gregory Franklin and Dr. John Garcia, for their time
and support.
To my colleagues in this work, Kim Sheehan, and Shannon Wyatt, thank you for your
hours and hours of collaboration to make this dissertation a reality. We did it, team! I am grateful
for the time we spent supporting and encouraging each other throughout this process. I am proud
to have shared this journey and accomplishment with you. We are forever family. We are forever
Trojans!
It is an honor to join the USC Trojan family as a graduate, and I will never forget the
professors who paved the way during this journey. A special thank you to Dr. Maria Ott, Dr.
Rudy Castruita, Dr. Bradley Ermeling, Dr. Michael Escalante, Dr. Erin Craig, Dr. Raquel Torres-
Retana, and Dr. Briana Hinga for challenging me as a scholar practitioner and helping me grow
as an urban school leader.
Finally, I would like to thank the students, families, teachers, staff, and administrators
that I have served in Region South and the Los Angeles Unified School District for the past 35
years. Thank you for teaching me humility and sensitivity and for inspiring my passion to lead.

vii
Preface
While jointly authored dissertations are not the norm of most doctoral programs, a
collaborative effort reflects real-world practices. Therefore, to meet their objective of developing
highly skilled practitioners equipped to take on real-world challenges, the USC Graduate School
and the USC Rossier School of Education have permitted our inquiry team to carry out this
shared venture.
This dissertation is part of a collaborative project with two other doctoral candidates,
Kimberly Sheehan, and Shannon Wyatt, who co-wrote Chapter One, Chapter Two, and Chapter
Three. We three doctoral students met with nine urban school districts intending to help identify
and resolve “Equitable Hiring Practices: “Why Can’t I See Myself in My School?”: Hiring and
Retaining Ethnically Diverse Leadership and Staff in Public Schools.” However, dissecting and
resolving the problem was too extensive for a single dissertation. As a result, the three
dissertations produced by our inquiry team collectively address the need for hiring and retaining
ethnically diverse leadership and staff in public schools (Sheehan, 2023; Wyatt, 2023).

viii
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ....................................................................................................................................... v
Acknowledgments.......................................................................................................................... vi
Preface........................................................................................................................................... vii
List of Tables .................................................................................................................................. x
Chapter One: Overview of the Study .............................................................................................. 1
Background of the Problem ................................................................................................ 2
Statement of the Problem .................................................................................................... 2
Purpose of the Study ........................................................................................................... 3
Significance of the Study .................................................................................................... 4
Limitation and Delimitations .............................................................................................. 4
Definition of Terms............................................................................................................. 5
Organization of the Study ................................................................................................... 6
Chapter Two: Review of the Literature .......................................................................................... 7
Chapter Three: Methodology ........................................................................................................ 26
Purpose of the Study ......................................................................................................... 26
Sample and Population ..................................................................................................... 27
Instrumentation ................................................................................................................. 27
Data Collection ................................................................................................................. 28
Data Analysis .................................................................................................................... 29
Validity, Reliability, and Positionality.............................................................................. 29
Ethical Considerations ...................................................................................................... 30
Summary ........................................................................................................................... 30
Chapter Four: Results or Findings ................................................................................................ 31
ix
School District Demographics .......................................................................................... 31
Participant Demographics ................................................................................................. 34
Coding of Data .................................................................................................................. 36
Results for Research Question 1 ....................................................................................... 36
Discussion for Research Question 1 ................................................................................. 42
Results for Research Question 2 ....................................................................................... 42
Discussion for Research Question 2 ................................................................................. 48
Results for Research Question 3 ....................................................................................... 49
Discussion for Research Question 3 ................................................................................. 55
Summary ........................................................................................................................... 56
Chapter Five: Discussion .............................................................................................................. 59
Findings............................................................................................................................. 59
Implications for Practice ................................................................................................... 60
Future Research ................................................................................................................ 62
Conclusions ....................................................................................................................... 63
References ..................................................................................................................................... 65
Appendix A: Matrix Correlating Research Questions With Interview Questions ........................ 81
Appendix B: Interview Introduction Protocol .............................................................................. 83
Appendix C: Interview Questions for Superintendents and Human Resource Personnel ............ 84
Appendix D: Interview Questions for Site High School Principals ............................................. 85

x
List of Tables
Table 1: School District Demographic Data 33
Table 2: Participating School Districts’ Student Demographic Data 33
Table 3: Interview Respondents’ Gender, Leadership Experience, and Residence
Information
35
Table 4: Interview Respondents’ Gender, Job Title, and Ethnicity 35
Appendix A: Matrix Correlating Research Questions with Interview Questions 81

1

Chapter One: Overview of the Study
One of the most critical investments in public education is ensuring schools have well-
qualified, caring, and dedicated principals. While the principal force should be excellent, excellence
alone will not be enough. With more students of color entering urban public schools each year, the
need for diverse role models to connect students to opportunities inside and outside the schoolhouse
is increasing. Diverse school leadership is also crucial for increasing opportunities and addressing
inequities for the most marginalized.
Diverse leadership is especially salient for students of color. Students of color are
consistently ranked at the bottom on indicators of academic achievement, educational attainment,
and school success (Skiba et al., 2008). These dismal patterns exist in urban and rural school
districts throughout the United States, with very few exceptions. The disproportionate outcomes of
students of color within the United States have been consistent for the past 40 years (Skiba et al.,
2008).
One way to improve outcomes for students of color is by providing them with leaders of
color in their schools (Easton-Brooks, 2013). Students of color with leaders of color are statistically
more likely to earn higher test scores, graduate from high school, and be accepted to college
(Easton-Brooks, 2013). Therefore, to improve academic outcomes for students of color, research-
based practices, strategies, and policies for recruiting, hiring, and retaining school leaders of color
must be identified.
This study aimed to identify perceived barriers to hiring and retaining school principals
of color and what policies, practices, and strategies are in place for supporting and retaining
principals of color by interviewing district administrators in K-12 districts in Southern
California. The barriers to hiring and retaining principals of color were examined through the
2

lens of critical race theory (CRT), to understand the influence of race, power, and law on school
hiring practices.
Background of the Problem
In May 1954, the United States Supreme Court ruled unanimously in the landmark Brown
v. Board of Education case of Topeka, Kansas, to end racial segregation in schools after it was
deemed that separate schools were inherently unequal. The supposed aim of this decision was to
foster equality by integrating schools. However, modern school districts have experienced
unintended consequences from this decision.
While the racial and ethnic make-up of the student body has diversified in the years since
Brown, the same cannot be said for the diversity of the teaching and administrative staff. From
the implementation of desegregation policies, the education system has seen a slow but
consistent increase in the proportion of public-school students of color. While the student
population of each school and district has, on average, become more diverse, the racial and
ethnic makeup of teaching and administrative staff has not followed such a trend.
Overwhelmingly, the racial and ethnic makeup of teaching and administrative staff is not
reflective of the student body, with disproportionately few teachers and administrators of color
(Boser, 2011).
Statement of the Problem
There is a need for K-12 public school systems to hire and retain more principals and
teachers of color. While 17% of the students in K-12 public schools are Black, Black teachers
make up just 8% of the teaching force and 10% of principals in the United States (Boser, 2011).
The racial interaction between principals and students can influence student performance by
employing practices that improve the academic achievement of students of color. Research
3

continues to demonstrate that students of color perform at lower proficiencies and receive higher
rates of suspension than their White peers (Gregory et al., 2010). Moreover, several factors,
including culturally biased discipline practices and low socioeconomic status, appear to
contribute to the persistence of this problem (Skiba et al., 2008). The disproportionate student
outcomes of students of color within the United States have been consistent for the past 40 years.
There is a need to address this gap by identifying research-based strategies in the hiring,
supporting, and retaining of principals of color that improve academic outcomes for students of
color.
Purpose of the Study
This study aimed to examine, through the lens of CRT, what district administrators report
as barriers to equitable hiring and retaining of principals. This study also investigated what
policies, practices, and strategies are in place to help support and retain school principals of
color.
Specifically, the research focused on barriers found by urban districts to hamper the
recruitment, hiring, and retention of school leaders of color and on practices that have helped to
overcome these barriers. The study’s results highlight the effective practices used in K-12
districts in Southern California for supporting students of color.
Three research questions guided this study:
1. What are the barriers (if any) to hiring and retaining leaders of color in K-12 districts
in Southern California?
2. What policies, practices, and strategies (if any) are in place to overcome barriers and
ensure the equitable recruitment and hiring of leaders of color in K-12 districts in
Southern California?
4

3. What are the policies, practices, and strategies used to support and retain leaders of
color in K-12 districts in Southern California?
Significance of the Study
African American students are consistently ranked at the bottom on indicators of
academic achievement, educational attainment, and school success (Skiba et al., 2008). These
dismal patterns exist in urban and rural school districts throughout the United States, with few
exceptions.
Students of color receive a disproportionate number of disciplinary consequences.
African American students are 3 to 7 times more likely to receive suspensions for disciplinary
infractions or to be referred for special education services for disruptive behaviors than non-
African American students (Mendez & Knoff, 2003; Skiba et al., 2008). Research demonstrates
that African American students constantly reprimanded for disciplinary infractions become less
motivated to achieve academic success in school (Gregory et al., 2010).
Research shows that students of color who have leaders of color in their schools and
classrooms have better academic and educational outcomes (Easton-Brooks, 2013). This study
critically analyzed and identified effective strategies for recruiting, hiring, supporting, and
retaining principals of color. Having this knowledge can help school districts acquire, support,
and maintain leaders of color, ultimately improving their students' academic outcomes and
educational achievements.
Limitation and Delimitations
Some limitations and delimitations impeded this study. First, this study only focused on
barriers to hiring and retaining leaders of color and the policies, practices, and strategies to
overcome these barriers in urban K-12 districts in Southern California. This presents an issue of
5

representativeness because it does not include information from school and district
administrators in non-urban school districts or districts outside of Southern California.
Additionally, only three superintendents, three human resource leaders, and five principals were
interviewed. A higher participation rate would have garnered a larger data sample and a more
informative data analysis. Because of the relatively low participation rate, the survey responses
were more susceptible to bias.
Definition of Terms
• Critical race theory (CRT) is a theoretical framework examining how society and
culture relate to race, power, and law. It proposes that laws and policies have
supported White supremacy over time. CRT argues that schools serving poor students
of color are unlikely to have equal access to resources (Ladson-Billings & Tate,
1995).
• The achievement gap refers to observed and persistent disparities in measures of
educational performance among subgroups of U.S. students, especially groups
defined by socioeconomic status, race or ethnicity, and gender (Haycock, 2001).
• Administrator pipelines reference districtwide strategies for obtaining an ongoing
supply of effective school leaders. Administrator pipelines include strategies for
recruiting, hiring, evaluating, and supporting cohorts of promising teacher leaders,
assistant principals, and principals. These pipelines provide cohorts with preservice
preparation opportunities, on-the-job evaluation, and support (Gates et al., 2019).
• Implicit bias is a negative attitude that forms automatically and unintentionally but
nevertheless affects judgments, decisions, and behaviors (National Institutes of
Health, 2022).
6

• Diversity refers to the range of identities existing within a group. Common identity
categories include race, class, gender, religion, and sexual orientation. Diversity
represents a broad range of ideas and initiatives that must be addressed to create
learning environments that are safe, inclusive, and equitable for as many identities as
possible (Shaw, 2005).
• Equity, when related to education, implies that every student’s needs are addressed,
regardless of their background, language, race, economic status, gender, or learning
capability, permitting them to achieve their educational goals and obtain academic
success (Foster et al., 2021).
• Inclusion references the action or state of being valued, respected, and supported
within a group. Inclusion focuses on the needs of every group member, ensuring the
right conditions are in place so every member can achieve their full potential
(Romansky et al., 2021).
Organization of the Study
This study was organized into five chapters. Chapter One introduces the study, including
the statement of the problem, the study’s purpose, and the guiding research questions. Chapter
Two contains a literature review exploring effective practices for hiring, supporting, and
retaining principals to improve the academic achievements of students of color in urban districts.
Chapter Three introduces the study’s methodology, including the data collection methods,
protocols, and study rationale. This chapter also identifies the study’s stakeholders, including
two large urban K-12 districts and one small urban charter K-12 district in Southern California.
Chapter Four discusses the study’s findings. Chapter Five contains the study’s conclusion,
including study implications and recommendations for future research.
7

Chapter Two: Review of the Literature
A large body of research collected over the last thirty years found an urgent need for K-
12 school districts in the United States to hire, support, and retain school principals that reflect
the students in the schools they serve. One of the most important investments we make in public
education is ensuring we have well-qualified, caring, and dedicated principals in every school.
Our principal force should be excellent, but excellence will not be enough. If we are to increase
opportunities for marginalized students and address the inequities existing in our schools, it is
critical to develop a leadership force that is diverse and reflects the students they serve. With an
increasing number of students of color walking through our urban public-school doors, there is a
need for role models to connect these students to the world outside of the schoolhouse and the
opportunities existing in the United States.
Students of color are consistently ranked at the bottom of indicators gauging academic
achievement, educational attainment, and school success (Skiba et al., 2008). These dismal
patterns exist in urban and rural school districts throughout the United States, with few
exceptions. The disproportionate outcomes of students of color in the United States have been
consistent for the past 40 years (Skiba et al., 2008). To address this gap, research-based practices,
strategies, and policies must be identified for recruiting, hiring, and retaining principals of color.
Students of color who have leaders of color in their schools and classrooms are statistically more
likely to receive higher test score, graduate from high school, and be accepted to college (Easton-
Brooks, 2013). This chapter introduces the historical evidence.
Theoretical Framework
The conceptual framework for this study is based on CRT, a theoretical framework
examining how society and culture relate to race, power, and law. It proposes that laws and
8

policies support White supremacy. CRT argues that despite mandates for educational standards,
schools serving poor students of color are likely to have unequal access to resources (Ladson-
Billings & Tate, 1995). Research by CRT scholars Delgado and Stefancic (2017) identifies the
following tenets as hallmarks of the theory:
• belief that racism is normal, not aberrant, in U.S. society;
• interest convergence or material determinism;
• race as a social construction;
• intersectionality and anti-essentialism; and
• voice or counter-narrative.
The first tenet of CRT is that racism is not random but part of the normal order of society
within the United States. For the second tenet, Dr. Derrick Bell, the father of the theory, argues
that White people will only seek racial justice when there is something in it for them. In other
words, interest convergence is about alignment, not altruism. The third tenet, race as a social
construction, states that race has constructed and reconstructed world society through historical
shifts, as represented by the rise of Europe, the founding of modern nation-states and empires,
the Conquista, the onset of African slavery, and the subjugation of much of Asia (Winant, 2001).
The fourth tenet, intersectionality and anti-essentialism, states that we see things as black or
white, east or west, rich or poor, and right or left. Although we recognize that every person has
multiple identities relating to race, class, gender, sexuality, ability, and religion, race’s pivotal
role in society makes it the central challenge when analyzing societal injustice. The final tenet of
CRT, voice or counter-narrative, analyzes the importance of storytelling when illustrating and
underscoring broad legal principles regarding race and racial or social justice (Calmore, 1992).
9

Over the last few decades, CRT has gained substantial momentum, used by researchers to
analyze representation and other racial inequities within K-12 education. CRT is a framework
used to theorize, examine, and challenge how race and racism implicitly and explicitly impact
social structures, practices, and discourses (Yosso, 2005). Leadership is rooted in social justice
and is critical to the fundamental principles of contemporary education (Witherspoon &
Mitchell, 2009). This study uses the CRT framework to examine the influence of racism in
shaping policies and social practices during the K-12 educational hiring process.
Historical Perspective
As Crenshaw et al. (1995) described, CRT embraces a movement of left scholars whose
works challenge how race and racial power are constructed and represented in American legal
culture and society as a whole. Walker and Byas (2003) remark that the work of Black educators
is historically and culturally significant. A tradition of excellence in Black school leadership and
an agenda for the education of Blacks dates to the 1860s. Education was one of the few vocations
open to middle-class Blacks in the pre-Brown era, and because of their profession, Black
principals served as models of “servant leadership.” The Brown decision was intended to remedy
the inequities of segregated schooling; however, desegregation devastated the closed structure of
Black education and, thus, the professional lives of thousands of Black principals. In the decade
following the landmark Brown v. Board of Education decision, an estimated 90% of Black
principals across 11 southern states lost their jobs. Fultz (2004) found many instances of
discriminatory firings and demotions of Black principals. For example, of the 467 districts
observed in his research, 34 districts dismissed their Black principals, and 60% were demoted.
Dr. Derrick Bell (2002) emphasizes the underlying tendencies that hinder the advancement of
10

relationships, racial and otherwise, including the absence of truthfulness and a shortage of
courage. He states:
Telling the truth can be hard and even painful work, but lying, keeping the truth secret, is
far more painful. When we think lying isn’t hard and painful, it’s rarely because it’s
become easy and pleasant; more likely it’s because we have put up a wall between
ourselves and our awareness of our captivity. (p. 119)
Contemporary Perspective
Yosso (2005) points out how CRT shifted the research lens away from the deficient view
that communities of color are full of cultural poverty and disadvantages, instead focusing on the
cultural knowledge, skills, and abilities possessed by socially marginalized groups that often go
unrecognized. Yosso (2005) asserts that “this CRT approach to education involves a
commitment to develop schools that acknowledge the multiple strengths of Communities of
Color in order to serve a larger purpose of struggle toward social justice” (p. 69).
Khalifa et al. (2013) maintain that Crenshaw (2011) is one of the commanding voices of
CRT today. Crenshaw has been careful not to claim victory and recognizes there is still much
work to do, stating:
In the same way that the collapse of formal segregation did not dismantle racial power in
the mid-20th century, President Obama’s victory did not signal its defeat in 2008.
Although the celebration prompted by Obama’s victory was indeed monumental, his
breakthrough did not open up a raceless space beyond the glass ceiling. (p. 1312)
11

Permanence of Racism
According to research by Lutz (2017) examining the post-Brown v. Board of Education
era, Black administrators were routinely fired and demoted as school integration took hold.
Approximately 82,000 Black teachers taught two million Black children in America in 1954.
However, by 1965, nearly 67% of Black teachers had been demoted. That number rose
with as many as 93% of Black teachers being demoted or fired due, at least in part, to
desegregation efforts (Lutz, 2017). As Smith and Lemasters (2010) point out, life for Black
principals was disastrous in the 11 years following the Brown v. Board of Education.
Interest Convergence
In describing the flaws of the Brown v. Board of Education (1954) decision, Bell (2004)
argues that the interest convergence is as follows:
The interest of Blacks in achieving racial equality will be accommodated only
when that interest converges with the interest of Whites in policymaking
positions. This convergence is far more important for gaining relief than the
degree of harm suffered by Blacks, or the character of proof offered to prove that
harm (p. 6). And even when the interest convergence results in an effective racial
remedy, that remedy will be abrogated at the point that policy makers fear the
remedial policy is threatening the superior social status of Whites. (p. 69)
Bell (1980) contends that the decision to break the U.S. Supreme Court’s long-held
position on these issues cannot be understood without considering the value to Whites, including
the economic and political advantages at home and abroad following the abandonment of
segregation. Many Whites realized that the South could transition from a rural plantation society
12

to a sunbelt, with all the potential and profit, only when its struggle to remain divided by
segregation ended.
The Effects of Leaders of Color on Student Achievement
The achievement gap is still here. After decades of research, reform programs, and policy
intervention, disparities between the achievements of White students and students of color
persist. Research shows that teachers of color positively affect students of color, but the lack of
teachers of color in the workforce lessens the impact.
Having more teachers of color in school leadership roles is beneficial, with leaders of
color hiring more teachers of color. Additionally, teachers of color feel more accomplished when
working for leaders of color and are likelier to stay at their jobs. Research shows the positive
effects of same-race principals on teachers and students of color (Bartanen & Grissom, 2021;
Brockmeier et al., 2013; Jang & Alexander, 2022).
Students of color with leaders of color in their classrooms and schools are more likely to
earn higher test scores, graduate from high school, and be accepted to college (Easton-Brooks,
2013). Egalite et al. (2015) found educational benefits when students and teachers share the same
race or ethnicity, with same-race educators serving as role models, mentors, advocates, and
cultural translators. Other benefits of hiring teachers and principals of color include lower
suspension rates and fewer requests for special education assessments for students of color, and
more equitable hiring of teachers of color. Despite these known benefits, school principals
remain overwhelmingly White.
Principals’ Effect on Academic Achievement
Principals play an essential role in fostering student learning by creating "strong learning
climates," defined as safe, supportive environments with high, consistent, and clear student
13

expectations (Allensworth et al., 2018). Principals encourage strong learning climates by
supporting teacher leadership of school-wide goals.
Grissom et al. (2021) found that students learn more math and reading in schools with
effective principals. Principals also impact other student factors, like attendance and discipline,
which can influence long-term outcomes. Almost 60% of a school's influence on student
achievement is attributed to teachers and principals, with principals accounting for 25% of this
(Marzano et al., 2005).
Brockmeier et al. (2013) found that principal tenure significantly predicted a school's
mean scale scores. As the principal's tenure length increased, the school's scores also increased.
Findings also revealed that schools with greater principal stability had higher mean scale scores
(Brockmeier et al., 2013).
Principals’ Effect on Diversifying the Workforce
The retention of teachers is heavily influenced by their teaching conditions, with
administrative support playing a crucial role. Recent research has highlighted the importance of
administrative support in retaining teachers of color (Carver-Thomas, 2018). A national analysis
of data collected between 1999 and 2011 revealed that teachers of color in schools where over
90% of the teaching staff were White were more likely to switch schools than their White
colleagues when they perceived a lack of administrative support. However, when they received
strong support from school administrators, their retention rates were comparable to those of
White teachers. School leaders who provide strong support may address some of the challenges
teachers of color face when they are the minority staff.

14

Recent work by Bartanen and Grissom (2021) estimated the effects of principal race on a
school’s racial composition. The results they collected from two states, Missouri, and Tennessee,
were strikingly similar. Findings asserted that the principal’s race increased the proportion of
same-race teachers in the school by 1.9% to 2.3%, on average.
Engel et al. (2018) found that principals have acquired more influence over the hiring
process in the past 25 years, empowering them to hire a more diverse workforce. The research
also found that local labor market dynamics can contribute to the inequitable sorting of teachers
across schools. Hopper et al. (2021) used federal survey data to demonstrate that Black teachers
were 10% more likely to leave the classroom within the first five years than the average teacher.
The attrition was highest in the fourth year when most schools no longer considered teacher
retention. The researchers found that teachers were more likely to stay in the classroom long-
term when the principal’s behavior towards the staff was supportive and encouraging.
Recruitment and Hiring Practices
African American students account for over 17% of the total K-12 student population
nationwide, yet only 8% of teachers and 10% of principals are from similarly diverse
backgrounds (Boser, 2011). Therefore, districts must have specific and well-implemented plans
to recruit and hire administrators of color.
Dedicated staff must be assigned to find specific actions allowing for a welcoming and
streamlined hiring process and to determine hiring incentives. Aggressive, measured, and time-
bound recruitment targets must be specified. Additionally, teacher pipelines recruiting educators
of color should be established in high schools, continuing into local universities and colleges.
15

Building Administrative Pipelines
An administrative pipeline is a districtwide strategy for developing a large and ongoing
supply of effective leaders. The pipeline includes strategies for recruiting, hiring, evaluating, and
supporting cohorts of promising teacher leaders, assistant principals, and principals. It should
also include preservice preparation opportunities and on-the-job induction, evaluation, and
support (Gates et al., 2019).
The National Conference of State Legislatures determined the importance for state
legislatures to establish a comprehensive framework for identifying, preparing, evaluating, and
supporting principals (Shelton, 2012). Through state policy, legislatures can support districts in
recruiting, hiring, and retaining pools of aspiring principals while also offering quality mentoring
and professional development programs. The state’s role in building the pipeline would greatly
assist districts by fostering a steady supply of school leaders, particularly leaders of color.
One example of state efforts to target principal recruitment, selection, and retention is
Arkansas’s Master Principal Program (2003), a voluntary three-phase program providing
bonuses to participating principals who achieve master principal designation. Master principals
receive $9,000 annually for five years, while those serving full-time in “high need” schools
receive $25,000 annually for five years. Another example is Oregon House Bill 3619 (2010),
which established a career preparation and development task force to identify the strengths,
needs, and gaps in the practices used to recruit and retain teachers and administrators.
Research suggests that principal pipeline preparation programs should focus on
improving instruction, closely tied to the district’s needs, and provide more residency-based
experiences, allowing aspiring principals to gain leadership experience from sitting principals.
The preparation program’s curriculum should link theory with practice, combining the research
16

on instructional leadership with the ability to change school culture and improve teacher
effectiveness. These leadership preparation programs should continue when new principals are
hired, providing high-quality mentoring and career-long growth opportunities (Shelton, 2012).
The Wallace Foundation (2017) compiled research on effective pipeline strategies,
including principal and preservice training standards and ways to support new principals in
becoming strong instructional leaders. The research also determined that it is good practice for
districts to partner with local universities that can assist in recruiting and selecting potential
candidates and supporting school leaders’ continued development throughout their careers.
Another promising practice for districts is enacting school-based residencies combining
coursework and opportunities for mentoring (Gates et al., 2019). When building administrator
pipelines, it is crucial for all parties involved to recognize that hiring leaders of color without
“seeing” race counters the centrality of racism in U.S. institutions (Delgado & Stefancic, 2001;
Jackson, 2002; Ladson-Billings & Tate, 1995).
Implicit Bias and Racism in the Hiring Process
Research indicates some districts may take a slow, traditional route by requiring aspiring
administrators to teach and take on assignments outside of the classroom for a certain number of
years before having the opportunity to apply for entry-level school administration positions such
as assistant principal. Other districts feel this traditional approach could introduce age bias and
reduce the pool of aspiring school leaders, who are likely to gravitate towards districts with faster
growth opportunities.
Tallerico (2000) suggests that “prior relevant experience” is a selection criterion for
positions where women and people of color are underrepresented, contributing to the
predominance of White males in educational administration. During hiring, placement, and
17

promotion, dominant White Americans deploy “techniques of dominance and subordination,”
which confirm prejudices and justify discrimination (Marger, 2011). Such techniques reinforce
racial stratification by assigning negative attributes to minority group members. This type of
discrimination can affect job retention and satisfaction (Parker, 2018).
Research by Carnahan and Moore (2020) suggest that districts can counteract this by
writing inclusive job descriptions to encourage a diverse range of candidates. Additionally,
districts can standardize the interview process so that candidates answer the same questions and
perform the same work-related tests (Carnahan & Moore, 2020).
The Districts’ Role in Recruiting and Hiring
Although more teachers of color are being recruited nationwide, the pace of increase is
slow, and attrition rates are high. Carver-Thomas (2018) claims that increasing the number of
teachers of color requires intentional preparation, hiring, and support to diversify the workforce.
The study further reveals that districts can implement “Grow Your Own” programs to recruit
candidates from nontraditional populations, support teachers of color in their first years of
teaching, and provide ongoing learning opportunities to help school leaders develop their skills
(Carver-Thomas, 2018).
Research by Superville (2021) continues to demonstrate the beneficial impact principals
of color have on the entire study body. However, the effects are especially salient for students
and teachers of color, with more black students placed in advanced courses, black students
receiving higher test scores, and more black teachers being hired in schools with principals of
color (Superville, 2021).

18

Still, while 54% of students in public schools nationwide are non-White, nearly 80% of
principals are White. Superville (2021) cites districts, such as Winston-Salem/Forsyth County in
North Carolina, that have adopted racial equity policies to recruit and retain a diverse workforce.
The district works with historically Black colleges and universities in the state to train a pipeline
of equity-centered teachers and leaders and to provide professional development for current
leaders.
A study by Hancock and Scherff (2010) revealed that adverse school climates could deter
early-career teachers and contribute to higher attrition rates. Walker et al. (2019) postulated that
school administrators should be present and supportive to create healthy school environments for
Black male preservice teachers. Walker et al. (2019) relay how a “positive” school administrator
can shape a school’s atmosphere, stating:
The “presence” of a positive school administrator, providing a word of encouragement, a
kind, gentle, and patient listening ear, or serving as a sounding board to solve problems
can help create a healthy ecosystem capable of supporting Black male preservice
teachers. (p. 134)
Use of Incentives to Recruit and Hire Black Administrators
Recruiting and hiring more teachers of color will eventually strengthen the bench of
potential principals of color. Carver-Thomas (2018) shares that an effective strategy to recruit
and hire more in-demand Black candidates of color may be to hire earlier in the year. Districts
can offer monetary incentives for teachers to announce their resignation and transfer intentions in
early spring so they can recruit new hires earlier in the season. In addition, districts can offer
comprehensive induction programs to support teachers of color in their first years. These
19

programs can match teachers with veteran mentors who can provide classroom assistance and
coaching support.
Feng and Sass (2015) refer to Florida’s Critical Teacher Shortage Program and the
positive effects of providing subsidies to teachers who took coursework that could lead to
certification in a designated shortage area. The program also offered retention bonuses to
teachers in designated shortage areas.
Beng et al. (2020) argue that targeted money can encourage people into teaching but does
not necessarily keep them in the profession. The money needs to be large enough to compensate
for the disadvantages of working in certain schools or areas and competitive enough to offset the
opportunity costs of not being in more lucrative occupations. Their research found that
continuing professional development and early career support are promising approaches for
retaining teachers (Beng et al., 2020).
Underrepresentation of Leaders of Color
Despite the increasing diversity of the student population of public schools in the United
States, there remains a significant underrepresentation of leaders of color in positions of
authority. Even as the role of the school principal has changed significantly from building
manager to coach and aspirational leader, one thing remains the same: school leaders are
predominately White (Anderson, 2016). According to the National Center for Education
Statistics (2020), as of the 2017-2018 school year, approximately 79% of public school teachers
were White, while only 7% were African American and 9% Hispanic. The situation is starker for
school administrators, with only 11% of principals and 5% of superintendents identifying as
people of color. This lack of diversity at the highest levels of school leadership has significant
20

implications for the experiences of students of color and the broader goal of achieving
educational equity in the United States.
While the Brown v. Board of Education (1954) decision had many positive outcomes for
students, like higher graduation rates and college enrollment, the effects of the decision on
teachers and leaders of color were ironic and far-reaching (Marrun et al., 2021). The ruling
focused on the integration of schools, not the integration of educators. As a result, many
educators of color were fired, demoted, reassigned, or faced unfair hiring practices when trying
to obtain other positions (Fultz, 2004; McCray et al., 2007). In the decades following Brown,
resistance to desegregation was high. In many places, desegregation resulted in the removal of
Black teachers and administrators from predominantly Black public schools. Additionally, many
Black educators lost their positions of authority (Green, 2004).
Hartlep and Baylor (2016) state that although they agree that the lack of diversity in
leadership is one of the biggest issues facing education, the push for more educational leaders
must be more nuanced than what is currently being advocated for in mainstream educational
institutions. They identify programs like Concordia University’s Southeast Asian Teacher
Program and Clemson University’s Call Me MISTER (Mentors Instructing Students Toward
Effective Role Models) Program as prime examples of how people of color can be “mentored
and promoted to positions of leadership in more socially just and inclusive ways” (p. 100). The
researchers also argue that the shortage of leaders of color is not due to low numbers, but rather
the commitments leader of colors make to the communities they serve (Hartlep & Baylor, 2016).
Underrepresentation of Teachers of Color
The greatest source of potential principals of color are teachers of color. Several studies
have reported the significant factors affecting the retention of teachers of color, including teacher
21

background, the school environment, whether the school has discipline problems, collaboration
with colleagues, and interactions between social class and race (Achinstein et al., 2010; Bristol &
Mentor, 2018; Farinde-Wu & Fitchett, 2016). Turnover rates for new teachers are skyrocketing,
with higher rates for teachers of color than White teachers (Achinstein et al., 2010). Research
suggests that better administrative support, higher salaries, and more opportunities for
professional advancement can support the retention of teachers of color (Farinde et al., 2016).
Studies have shown that Black teachers possess the unique advantage of understanding
their students' home and community lives (Easton-Brooks, 2013; Milner, 2007). Villegas et al.
(2012) attribute Black teachers' ability to connect the curriculum with the culture to their content
knowledge, pedagogical training, and shared cultural identity with their students. This shared
identity can improve students' educational experiences and academic outcomes (Villegas et al.,
2012). Additionally, Black teachers have higher retention rates in high-needs, culturally diverse
urban schools than White teachers, suggesting a greater dedication to teaching Black students
(Dixson & Dingus, 2008; Scafidi et al., 2007).
Support and Retention
We know that recruiting and hiring teachers and principals of color is critical. Still, we
must also focus our efforts on how well they are supported throughout their careers and
ultimately retained. Sutcher et al. (2016) point out that reducing attrition by half could virtually
eliminate teaching shortages.
Factors Associated With Job Satisfaction and Risk of Attrition
Ingersoll and May (2011) found that organizational conditions, like faculty decision-
making and teacher autonomy, have a more significant impact on job satisfaction for teachers of
color than for White teachers. However, factors like student demographics - including more
22

students who are minorities or who have a low socioeconomic status - did not influence the
turnover of teachers of color.
When studying the job satisfaction of administrators of color, White et al. (2011)
identified how factors like student demographics, school climate, parental support, and school
location influenced the job satisfaction of principals of color. Master et al. (2018) found that
once hired, minority teachers report substantially lower job satisfaction rates than other teachers
and that preparing and supporting an academically skilled and diverse workforce remains a
pressing issue.
Strategies for Retaining Educators of Color
Achinstein et al. (2010) point out the need for urban, hard-to-staff schools to bolster their
financial capital by increasing teacher salaries, supplying high-quality instructional materials and
facilities, and offering professional development, collaboration, mentoring, and social support for
teachers of color. Carver-Thomas (2018) found that high-retention strategies, such as offering
comprehensive induction programs to support teachers of color in their first years of teaching
and being matched with a veteran mentor teacher, improved retention rates for teachers of color.
Sutcher et al. (2016) found that offering competitive compensation packages, improving working
conditions, and providing career development opportunities also assist in retaining educators of
color. Hulme and Wood (2022) shared that the quality of initial teacher education is the strongest
predictor of new teacher retention across diverse employment contexts and the many challenges
of the early career phase.
Hopper et al. (2021) used federal survey data to demonstrate that Black teachers were
10% more likely to leave the classroom within the first five years than the average teacher and
that attrition was highest in their fourth year when most schools were no longer thinking of
23

supporting retention efforts. They also found that teachers were more likely to stay in the
classroom long-term when the principal’s behavior towards the staff was supportive and
encouraging, when the principal knew what kind of school they wanted and communicated it to
the team, and when staff members were recognized for a job well done (Hopper et al., 2021).
Support Needed for Principals of Color
We know that racial and ethnic diversity matters in hiring and retaining teachers.
Teachers are significantly less likely to turn over when their principals are of the same race or
ethnicity. Rice-Boothe (2022) found that Black principals are likelier than White principals to
hire teachers of color who apply to their schools. This research also highlighted the importance
of supporting team skills development, providing cross-disciplinary collaboration, flattening
hierarchies, continuously innovating, and creating networks where principals of color have
colleagues who can relate to their challenges, share stories, and offer support (Rice-Boothe,
2022). Cheung and Gong (2022) argue that educational institutions must do more than hire
leaders of color. Their case study of the Leaders of Color Network found that to reduce attrition,
institutions must decrease racial and professional isolation, promote collective sense-making, and
develop coalitions.
The Partnership for the Future of Learning's Teaching Profession Playbook highlights
other factors necessary to support principals of color, including providing hands-on learning
opportunities to address real-time school challenges and creating learning communities that
promote reflection, engage in professional development, and share resources (Learning Policy
Institute & Public Leadership Institute, 2008).
24

Barriers and Policies
We know that effective school leaders of color can significantly impact school
improvement and successful learning for all students. We also know that carefully planned
educational leadership programs must be implemented to provide qualified school leaders from
under-represented groups with access to these programs. There needs to be more principals of
color, and the enrollment of prospective principals of color in educational leadership preparation
programs must become a priority.
As the need to recruit candidates for principalship continues, specific barriers challenge
the educational system. Research by Vegas et al. (2001) found that many students of color reach
10th grade without strong academic skills, which prevents them from graduating from high
school and being prepared for college. An extensive literature review on minority teacher
recruitment, development, and retention highlighted the educational pipeline as a significant
barrier to increasing minorities in education (Torres et al., 2004). Those minorities that do make
it to college, pursue teaching careers, and strive for principalship still face several barriers.
Quiocho and Rios (2000) share some barriers to teacher certification, including testing
and admission into teacher education programs, lack of promotion opportunities, and failure of
others to recognize their leadership skills. Inadequate salaries also constitute a critical barrier.
Minority students entering college are attracted to business, science, or math degrees that can
lead to more lucrative jobs in the future (Torres et al., 2004). In addition, many minority students
who have become teachers have not advanced into leadership positions. Principals are uniquely
positioned to affect the racial composition of the teachers at a school site. In addition, research
indicates that the racial or ethnic composition of the teaching force can have a significant impact
on student achievement.
25

These findings have led to calls for policies to increase teacher diversity. Bloom and
Erlandson (2003) discuss approaches for education leadership preparation programs to recruit
and retain minority graduate students. They discuss barriers contributing to low incidents of
minority principals and minority principal candidates and recommendations for creating
pathways for under-represented minorities to enter school leadership preparation programs.
Frank et al. (2021) found that microaggressions experienced by Black teachers of mathematics
accounted for most of their thoughts on possibly leaving the profession. The study also found
that Black teachers appreciated content-focused professional development instead of standard
workshops focused on emphasizing compliance over authentic learning and recommended that
administrators take forward-thinking approaches toward antibias and race-focused professional
development (Frank et al., 2021). In efforts to recruit, hire, and retain principals of color, Echols
(2006) suggests that districts ensure principals are trained through principal institutes, forums,
seminars, and professional development. Furthermore, mentoring programs specifically designed
for historically underrepresented groups should be implemented.

26

Chapter Three: Methodology
Chapter Three describes the purpose of the study. Additionally, this chapter provides an
overview of the study’s design, a description of the instrumentation, data collection, analysis,
and the ethical considerations. Chapter Three ends with a summary of the research design and a
preview of the following chapters.
Purpose of the Study
This chapter describes the problem statement, the purpose of the study, and the research
questions that guided the study. This chapter also includes an overview of the study’s design,
instrumentation, data collection, analysis methodology, and ethical considerations. Finally, this
chapter ends with a summary of the research design and a preview of the following chapters.
The results of this study highlight the effective hiring, support, and retainment practices
that districts in Southern California used to ensure that principals of color were hired and
assigned to schools to support students of color. Scholarly research demonstrates a need for K-12
public school systems to hire and retain more principals and teachers of color. According to the
National Center for Education Statistics (2022), 53% of students in K-12 public schools are
students of color. However, teachers of color comprise just 21% of the teaching force and 22%
of principals in the United States (NCES, 2022). According to the California Department of
Education (2021b), 79% of students were students of color, while only 40% of educators were of
color.
The racial interaction between principals and students can influence student performance
by employing practices to improve the academic achievements of students of color (Blagev et al.,
2021; Easton-Brooks, 2013). Research demonstrates that students of color have lower
proficiency levels and higher suspension rates than their White peers (Smith & Harper, 2015).
27

Several factors, including culturally biased discipline practices and low socioeconomic status,
appear to contribute to the persistence of this problem (Skiba et al., 2008). The disproportionate
outcomes of students of color within the United States have been consistent for the past 40 years
(Smith & Harper, 2015). There is a need to address this gap by identifying research-based
strategies in hiring, supporting, and retaining principals of color to improve academic outcomes
for students of color.
Sample and Population
The participants for this research study were selected from three urban K-12 school
districts within Southern California. This study examined the barriers to hiring and retaining
leaders of color through the lens of CRT and the effective policies, practices, and strategies used
to support and retain leaders of color in school districts. Information was gathered that identified
and compared recurring themes, patterns, and relationships in high schools (Patton, 2002).
A total of 11 participants were interviewed, selected from School Districts A, B, and C.
These included three superintendents, three district administrators overseeing human resources,
and five high school principals. All participants were informed via email and during their
interviews that participation was optional, and responses would remain confidential (Glense,
2011). Participants were asked to discuss their perceptions of the barriers to hiring and retaining
leaders of color and what policies, practices, and strategies are in place to overcome these
barriers to ensure equitable recruiting and hiring.
Instrumentation
Qualitative face-to-face interview procedures were conducted to understand district
administrator and principal perspectives (Maxwell, 2013). According to Malloy (2002),
interviews are a common data source for descriptive and interpretive studies and are prominent
28

in educational research. The qualitative interviews with the superintendents and human resource
personnel consisted of two questions focused on background information and nine open-ended
questions aligned with the three guiding research questions.
All interview questions were field tested with two district administrators and one site-
level principal. These individuals provided feedback on the questions' appropriateness,
repetitiveness, and the overall interview flow. This feedback helped refine the questions to create
a more comprehensive instrument. Before each interview, informed consent was obtained, and
the interviewers explained that participation in the study was voluntary (Rubin & Rubin, 2012).
Each interview lasted for approximately 60 minutes.
Data Collection
Reliability, validity, and credibility ensured that appropriate data and collection
procedures were used to gather participant data. Data were collected using face-to-face
interviews with selected participants. An Institutional Review Board (IRB) application was
submitted to the University of Southern California to confirm that researchers followed ethical
guidelines.
The study was approved by superintendents in School Districts A, B, and C, who
received information about the study procedure and research questions. Upon receiving the
superintendents’ approvals, a list of district administrative staff and principal emails were
supplied to begin the participant selection process. All selected participants agreed to face-to-
face interviews to explore barriers to hiring and retaining leaders of color and to discuss what
policies, practices, and strategies are in place to ensure equitable recruiting and hiring. Informed
consent was given before conducting each interview to ensure all participants understood the
29

nature of the research and to provide transparency (Rubin & Rubin, 2012; Merriam & Tisdell,
2016).
Data Analysis
This study utilized a qualitative data approach. Interview data from the participants were
analyzed using a multi-layered data analysis process, including multiple data sources and data
collection methods, to identify trends and patterns (Miles et al., 2019). Data triangulation was
used to increase the quality and trustworthiness of the study since data were not collected using a
single artifact, method, or source (Patton, 2002). Triangulating the data from each source
(superintendents, district administrators, and high school principals) ensured that different
viewpoints were analyzed to identify barriers in hiring leaders of color and practices, policies,
and strategies to overcome these barriers.
The district administrators and principals held different but essential roles in the hiring
process. Data triangulation helped identify barriers seen by leaders throughout the hiring chain,
not just the superintendents. The research findings were compared to the body of literature on the
subject to confirm the significance of the results. A coding process was used to sort, separate,
and categorize the data (Lichtman, 2014). Each transcript was analyzed to identify themes using
open and priori codes responsive to the research questions (Lichtman, 2014; Merriam & Tisdell,
2016).
Validity, Reliability, and Positionality
For this study, superintendents, district administrators, and site principals were
interviewed in three school districts in Southern California. My position as a senior leader of a
Southern California school district could have unintended or unseen consequences. Milner
(2007) suggests moving through four distinct phases when conducting research, including
30

researching the self, researching the self-concerning other, engaging in reflection and
representation, and shifting from self to system. Milner’s approach was followed to help prevent
positionality and personal bias from influencing my interpretation of the interview data.
Ethical Considerations
Focus was placed on various ethical concerns when conducting the study, and Patton’s
(2002) ethical issue checklist was used. Multiple data sources were used to increase the
credibility of the qualitative research (Merriam & Tisdell, 2016). A clear explanation of the
purpose of the study and a request for permission to record the interview were provided to all
participants at the beginning of the data collection process. All participant responses remained
confidential, and researchers protected participants’ personal and district information by using
pseudonyms (Glense, 2011). Informed consent was obtained from the participants before
conducting interviews.
Summary
This chapter outlined the study’s statement of the problem, research questions, sample
and population, instrumentation, data collection procedures, data analysis process, and the
precautions used to address ethical considerations. The research questions of this study shaped
the use of the qualitative approach, which included qualitative data collection methods. Chapter
Four will present an analysis of the data collection process and the significant findings that
surfaced.

31

Chapter Four: Results or Findings
This chapter presents an analysis of the data collected to understand, through the lens of
CRT, what district administrators report as barriers to equitable hiring and retaining of principals
and what policies, practices, and strategies are in place to help support and retain principals
(Ladson-Billings & Tate, 1995). This study also investigated school principals’ perceptions of
barriers to hiring and retaining principals of color and successful strategies for recruiting, hiring,
and retaining principals of color. The study’s results provide valuable insights for current school
leaders seeking to hire, support, and retain school principals who reflect the students they serve.
School District Demographics
The research participants were selected from three urban school districts in Los Angeles
County. The researchers split the interview data collection responsibilities to compare and
identify recurring themes between elementary, middle, and high school administrators in three
school districts: School District A, School District B, and School District C.
In the 2020-2021 school year, School District A served prekindergarten through 12th
grade students and comprised one elementary school, one kindergarten through eighth span
school, and one high school. The district had a total enrollment of 1,764 students; More than
83% of the students who attended School District A qualified for free or reduced-price meals.
In the 2020-2021 school year, School District B served prekindergarten through 12th
grade students and comprised five elementary schools, one middle school, and one high school.
The district had a total enrollment of 5,852 students; Approximately 4.5% of the students who
attended School District B qualified for free or reduced-price meals.

32

In the 2020-2021 school year, School District C served prekindergarten through 12th
grade students and comprised seven elementary schools, one middle school, and three high
schools. The district has a total enrollment of 9,279 students; More than 86% of the students who
attended School District C qualified for free or reduced-price meals.
The demographics of the three school districts varied widely. School District A had the
most students of color, followed closely by School District C. School District B had the fewest
students, teachers, and administrators of color (Table 1). District A primarily comprised Hispanic
or Latino students, District B White students, and District C Hispanic or Latino students,
followed by African American students (Table 2).

33

Table 1
School District Demographic Data

School district BIPOC students BIPOC teachers BIPOC
administrators
n % n % n %
District A 2,300 100 67 70 23 65
District B 2,352 40.2 56 18 9 37
District C 8,861 95.5 410 70 55 86

Table 2
Participating School Districts’ Student Demographic Data

Race or ethnicity Percentage of student population
District A District B District C
African American 1.1
00
0.1
1.1
0.1
12
34
0.6
0.8
American Indian
Asian
Hispanic or Latino 98.8 12.4 62.2
Pacific Islander 00 0.1 0.5
White 00 59.8 0.5
Two or more races 00 14.4 1.3

Note. Adapted from California Department of Education. (2021a). Annual enrollment.
https://www.cde.ca.gov/ds/ad/edtop.asp

34

Participant Demographics
Three superintendents, three district administrators, and five high school principals from
three school districts agreed to participate in face-to-face interviews to understand, through the
lens of CRT, what barriers exist to equitable hiring and retaining of principals and what policies,
practices, and strategies are in place to help support and retain principals of color. Interview
respondents were provided with informed consent prior to participating in the interview.
Participants also received an overview of the study, which provided transparency and
pertinent information related to the interview (Merriam & Tisdell, 2016). Pseudonyms were used
to ensure confidentiality and protect the identity of the interview respondents.
Helpful information about the participants was collected while maintaining their
confidentiality, including their genders, years of leadership experience, and whether they resided
in the district where they worked (Table 3). The participants’ job titles and ethnicities were also
recorded for deeper insights into how their personal characteristics and positions within their
respective school districts influenced their perceptions of the barriers to, and potential strategies
for, hiring and retaining leaders of color (Table 4).

35

Table 3
Interview Respondents’ Gender, Leadership Experience, and Residence Information
Characteristic School District A School District B School District C
Gender
1
2

0
1
2

0
3

1
3

2
1
1

0
4

2
2

0
2
2

2
2

Female
Male
Leadership Experience
0 to 5 years
6 to 10 years
10+ years
Residence
Lives with district
Lives outside of district

Table 4
Interview Respondents Gender, Job Title, and Ethnicity
Interview
respondents
Gender Job Title Ethnicity
A Female Executive Director Asian
B Female HR Director Caucasian
C Male Principal Hispanic/Latino
D Male Superintendent Caucasian
E Female HR Director Caucasian
F Female Principal Asian
G Female Principal Hispanic/Latina
H Male Superintendent Caucasian
I Male HR Director Caucasian
J Female Principal African American
K Female Principal African American

36

Coding of Data
A multi-layered data analysis was used to interpret the qualitative data and gain a deeper
understanding of the research questions. Data analysis aims to consolidate, reduce, and interpret
data to glean valuable information (Merriam & Tisdell, 2016).
The data analysis began by evaluating the interview data and aligning each question on
the interview instrument with one or more of the study’s research questions. Next, each interview
was transcribed and listened back to while reading the transcription. Maxwell’s (2013) strategies
for qualitative data analysis were employed to identify specific passages relevant to the study’s
three research questions and conceptual framework. Using an analytical coding method
established by Merriam and Tisdell (2016) and recommended by Miles et al. (2014), the data
was aligned to each research question and analyzed for themes, sub-themes, and patterns.
Although initial trends were detected, the data was re-evaluated to identify additional
themes and commonalities (Miles et al., 2014). This process further classified the emergent
themes used to describe the findings, make assertions, and connect the interview data to the
research questions (Bogdan & Biklen, 2006; Harding, 2013).
Results for Research Question 1
Research Question One aimed to determine what barriers exist when hiring and retaining
leaders of color. Drawing upon insights from interviews with superintendents, district
administrators, and human resource directors working in K-12 school districts in Southern
California, three potential barriers emerged. Theme 1 suggested that school districts whose
cultures do not promote diversity, equity, and inclusion may struggle to hire and retain leaders of
color. Theme 2 focused on the hiring process, suggesting that there may be unconscious bias
during recruitment, reducing the pool of aspiring leaders of color. Theme 3 analyzed how
37

inadequate school administrator salaries and increasing performance pressures may harm a
district’s ability to attract and retain qualified principals, including principals of color.
Theme 1
While researching barriers to hiring and retaining leaders of color in K-12 districts in
Southern California, a need for districts to develop core beliefs and daily practices centered
around diversity, equity, and inclusion was discovered (Welborn, 2019). Districts without a
commitment to diversity, equity, and inclusion may lose potential administrators to other districts
encompassing these ideals. Executive Director A shared that recruiting and hiring leaders of
color is challenging when districts do not have a student-centered culture that provides a
welcoming and engaging climate for all stakeholders and promotes a culture of diversity, equity,
and inclusion. Executive Director A noted that:
When potential administrators see the diversity of the leadership team, it goes a long way
to eventually hiring the candidate. It is helpful in recruiting leaders of color to our district
by sharing the district's focus and commitment to diversity, equity, and inclusion and the
specific actions that the district takes toward this commitment.
Executive Director A also shared that districts’ thoughts on diversity, equity, and
inclusion must include the student perspective. When she has spoken to other industry leaders,
she has found that they often rely on the adult and staffing perspective. Learning organizations
need to consider the perspectives of the students they serve.
Organizations that approach diversity, equity, and inclusion in parallel have the greatest
likelihood of realizing the benefits of staff retention, particularly for people of color (Padamsee
et al., 2017). Also, organizations that are effective and authentic in their communication around
diversity, equity, and inclusion have staff that are more likely to report that the organization has
38

an explicit commitment to equity, career advancements are equally accessible, and compensation
systems are implemented fairly. In addition, a district's communication plan should be
representative of the school’s community and be inclusive, accepting, and welcoming to district
stakeholders of all backgrounds, bringing together a variety of races, abilities, identities, and
beliefs (Gleason, 2022). Superintendent H shared:
After I have included a diverse group of stakeholders in helping me make the final school
principal selection, I then return to the school to speak with each of the selection
committee members. I look them in the eye and ask them to help me support the new
principal, it is an effective way to support equitable and inclusive school environments.
Once a school district has recruited and hired quality leaders, it must work hard to keep
them. The district's reputation and stakeholders' feelings about working there are the most
influential factors for future recruitment and retention. As Lovely (2004) describes, "if people
perceive a district or particular school as a winner, they are more likely to feel a strong desire to
be affiliated with. Applicants flock to these places in droves” (p. 97).
Superintendent D shared that in his efforts to support diversity, equity, and inclusion, he
has found it essential to provide differentiated support, coaching, and mentorship for new
principals, stating, "I think it is very important to provide tailored, personalized mentoring and
coaching. Everyone comes in with different experiences and different skill sets, and just like we
say about our students, we meet them where they are."
Theme 2
While researching the barriers that exist to hiring and retaining leaders of color in K-12
districts in Southern California, it was discovered that some districts might take a slower
traditional route, requiring aspiring administrators to teach and take on assignments outside the
39

classroom for several years, before allowing them to apply for entry-level school administration
positions such as assistant principal. Superintendent D felt that this traditional approach, based
on an age bias, could reduce the pool of aspiring school leaders since those who do not want to
wait will find districts where they can achieve their goals faster. Superintendent D shared:
Districts might look down upon an aspiring administrator that, in the eyes of the central
office, seem to be too young and not seasoned enough. This could result in the loss of
potential administrators of color that will move on to districts that allow for faster
promotional opportunities based on merit and potential, rather than the number of
experiences and years on the job.
Districts must be aware of this potential age bias that could hamper their efforts in
identifying young, aggressive, and passionate administrators with the potential to become highly
effective school leaders. Districts must allow faster promotional opportunities based on merit and
potential rather than experience or years on the job.
Tallerico (2000) refers to “prior relevant experience” as the selection criterion and
professional norms for positions where women and people of color are underrepresented,
contributing to the predominance of White males in educational administration. In hiring,
placement, and promotion, dominant White Americans deploy what Marger (2011) describes as
“techniques of dominance and subordination” against minority groups.
Research shows that more women report experiencing age discrimination in the
workplace than men, especially in male-dominated professions. This type of discrimination can
affect job retention and satisfaction (Parker, 2018). Carnahan and Moore (2020) suggest that
districts write inclusive job descriptions to ensure a diverse range of candidates enters the
application pool. Additionally, districts should standardize the interview process so that
40

candidates answer the same questions and perform the same work test (Carnahan & Moore,
2020). Superintendent H shared:
To recruit, hire and retain talented staff, it is important to promote from within your
district, and to communicate with staff that we have talent here in our district. It is very
important to recognize the talent from within, and that it sends a message across the
district that there will be opportunities for advancement and promotion within our
district.
Theme 3
During research on additional barriers to hiring and retaining leaders of color in K-12
districts in Southern California, it was discovered that higher entry-level salaries and step-growth
opportunities were critical to attracting school leaders of color. However, principals’ salaries are
and have historically been, low. HR Director B shared his experience with this, stating that “it
has been tough at times to attract potential administrators, let alone administrators of color,
because our starting salaries are amongst the lowest in the county. Salaries are low, but we are
trying to work on that.” Research by Papa et al. (2002) investigated the salary issue further by
tracking principal salaries over 25 years. Their research concluded that salaries in the last ten
years have been relatively constant in most regions, and salaries paid to principals in urban
schools are typically less than or only slightly greater than salaries paid to principals working in
surrounding suburbs where working conditions are typically better (Papa et al., 2002).
The National Association of Elementary School Principals reaffirmed compensation
concerns, determining that salaries for new principals can be as little as 10% more than for
veteran principals (Franks, 2022). This research also noted that the average daily pay rate for
experienced teachers and administrators may be less for new principals.
41

The leveling of salaries has overlapped with increased pressure for principals to
accelerate student outcomes and close achievement gaps. This coincides with research by Franks
(2022) which suggested that principals’ roles have significantly evolved over the past few years,
yet no additional support has followed. This has resulted in principals putting essential
responsibilities, like equity and diversity training, on the back burner in favor of more pressing
tasks, like COVID-19 tracing.
As Pijanowski and Brady (2009) indicated, salary can make a difference in offsetting a
wide range of school and student population characteristics that have traditionally harmed a
district’s ability to attract and retain qualified school principals. Superintendent H suggested one
method for obtaining higher salaries for school leaders, stating “a strategy that I have used is to
lower the administrator-to-teacher ratio which can free up funding to pay for higher school leader
salaries. These higher salaries helped us to attract and retain talented school leaders.” The
Atlanta Public Schools District has implemented similar strategies, permitting it to invest in
salary increases and staff retention bonuses to attract and retain promising school leaders.
The superintendents interviewed for this research supported the notion that additional
compensation would improve candidate pools. HR Director I shared his thoughts on increasing
principals’ salaries, stating that “when school leader salaries are higher than surrounding school
districts, and this is coupled with a district culture that is caring, welcoming and supportive, it
makes it easier to recruit, hire, and retain school leaders.” Results from a study by Whitaker
(2003) reaffirmed this, finding that additional compensation was the top factor encouraging
better applicants to apply for the principalship.
42

Discussion for Research Question 1
Districts must embody a culture of diversity, equity, and inclusion in their core beliefs
and daily practices. Additionally, districts must ensure these values can be felt by acting and
potential administrator candidates. When districts have a student and stakeholder-centered
culture providing a welcoming and engaging school climate, it is easier to recruit, hire, and retain
leaders of color (Welborn, 2019).
Additionally, entry-level salaries and step-growth opportunities are essential for attracting
potential leaders of color. Salary can make a difference by offsetting school or student
population characteristics that traditionally harm a district’s ability to attract and retain highly
qualified school principals (Pijanowski & Brady, 2009; Whitaker, 2003).
An unconscious age bias in the hiring process may hamper a district’s ability to identify
young, aggressive, and passionate administrators with the potential to become exemplary school
leaders. The district must hire the best and most capable school leaders, regardless of the
candidate’s age or work experience, including years of service (Marger, 2011; Parker, 2018;
Tallerico, 2000).
Results for Research Question 2
Research Question Two evaluated what policies, practices, and strategies are in place to
overcome barriers and ensure equitable recruitment and hiring of leaders of color in K-12
schools. After interviewing superintendents, district administrators, and human resource
personnel from three school districts in Southern California, two central themes emerged. Theme
1 emphasized the need for districts to implement comprehensive plans to promote equity,
diversity, and inclusion. Theme 2 promoted building administrator pipelines to ensure a steady
flow of effective school leaders.
43

Theme 1
While researching the policies, practices, and strategies to overcome barriers and ensure
equitable recruitment and hiring of leaders of color in K-12 districts in Southern California, a
need for districts to develop and implement comprehensive plans to nurture a climate of equity,
diversity, and inclusion was discovered. Additionally, districts must ensure that their
commitment to equity, diversity, and inclusion is well communicated so that all staff, students,
and families know they are valued members of the school community (Welborn, 2019).
Superintendent D shared that his district’s Board of Education recently implemented a
plan to maximize the academic success of students by developing a climate of care, equity,
diversity, social justice, and inclusion for every school in the district. Superintendent D also
expressed the importance of engaging diverse members of school communities. This can be
achieved by providing all community members with access to district events, activities, and
works (Padamsee et al., 2017). Superintendent D stated that “the board’s goal of developing a
climate of care, equity, diversity, social justice, and inclusion for every school resulted in
following clear expectations, allowing school communities to stand up against hate, prejudice,
violence, and bullying.”
Superintendent D shared his district’s focus on providing professional development for
all K-12 staff to help them understand inclusionary practices and update curriculum and
instructional materials to ensure culturally competent content. His district is also developing
systems to allow parents, students, and other community members to share their experiences,
promoting inclusivity.
HR Director B shared that if the district where she began her education career had
committed to promoting equity, diversity, and inclusion, it would have made obtaining her first
44

leadership role more accessible, stating, "I did not feel that the leaders in my district looked like
me, and coupled with being a second language learner, I believe made it more difficult for me to
enter the leadership ranks.”
District policies should be based on clear and widely understood definitions of inclusion
and equity (Ainscow, 2020). Additionally, district leaders must guide inclusion and equity
promotional efforts. Superintendent H shared their thoughts on this, stating:
In your efforts to recruit, hire and retain leaders of color, it is important for you to
communicate with new administrators that they will have a strong network of support in
your district and that they will be partnered with experienced principals. This will greatly
help to attract, hire, and retain them.
Theme 2
While researching what policies, practices, and strategies (if any) are in place to
overcome barriers and ensure equitable recruitment and hiring of leaders of color in K-12
districts in Southern California, it was discovered that it is critical for districts to build
administrator pipelines to develop an ample, ongoing supply of effective school leaders. The
administrator pipeline should include strategies to recruit, hire, evaluate, and support cohorts of
promising teacher leaders, assistant principals, and principals and should include pre-service
preparation opportunities and on-the-job induction, evaluation, and support (Gates et al., 2019).
HR Director I shared that it is critical for districts to build administrative pipelines to identify
potential leaders of color from the teachers and staff within the district and work to motivate and
inspire them to enter the district’s aspiring assistant principal and principal programs. HR
Director I commented that:
45

It is very important to communicate with aspiring school leaders about the long-term
opportunities for leadership growth within the district. This communication will help
districts in attracting candidates to leadership positions within your district and will help
in eventually retaining them.
HR Director I also shared that the effective use of professional titles is a beneficial policy
when recruiting and retaining leaders of color. Districts often do not have adequate funding to
pay competitive administrative salaries, so they must think outside the box by offering
candidates attractive titles with meaningful roles and responsibilities attached, which can
sometimes overcome the lower pay scales. Human resources director I noted that, “in my district,
as a part of the overall recruitment efforts to keep quality candidates in the district we will use
titles attached with meaningful roles and responsibilities to attract and retain quality candidates
in my district.”
Research from Shelton (2012) found that importance is placed on the state legislature to
establish a comprehensive framework for identifying, preparing, evaluating, and supporting
principals. Through state policy, legislatures can support districts in recruiting, hiring, and
retaining a pool of aspiring principals and providing mentoring programs and quality
professional development. The state’s role in building the pipeline of effective principals would
greatly assist districts with creating policies for fostering a steady supply of school leaders,
particularly leaders of color.
A few examples of state efforts to target principal recruitment, selection, and retention
include Arkansas’s Master Principal Program (MPP), a voluntary three-phase program providing
bonuses to participating principals who achieve master principal designation. Master principals
receive $9,000 annually for five years, while those serving full-time in “high need” schools
46

receive $25,000 annually for five years. Another example is Oregon’s House Bill 3619, which
establishes the career preparation and development task force to identify the strengths, needs,
and gaps in practices and procedures used to recruit and retain teachers and administrators. New
Mexico’s statute entitled “School Leadership Institute” created a statewide school leadership
institute to build a comprehensive framework for preparing, mentoring, and providing
professional development for principals and leaders in public schools. This initiative allowed for
the mentoring of new principals and the supporting of principals at schools needing
improvement. In Illinois, Senate Bill 860 established that new principals must complete a
mentoring program for their first year as a principal. The Beginning Administrator Mentoring
and Induction Program in Iowa created a new administrator mentoring program to promote
excellence in school leadership and classroom instruction.
Gates et al. (2019) research suggests that principal pipeline preparation programs should
be focused on improving instruction, closely tied to the district’s needs, and provide more
residency-based experiences for aspiring principals to experience leadership firsthand from
sitting principals. The curriculum of these preparation programs should link theory with practice,
combining coursework on instructional leadership with the ability to change school culture and
improve teacher effectiveness. These leadership preparation programs should continue when new
principals are hired, providing high-quality mentoring and career-long growth opportunities
(Wallace Foundation, 2008).
The Wallace Foundation (2017) found that pre-service training equipping participants
with the necessary knowledge and skills, supports helping new principals become strong
instructional leaders, and guidance helping principals understand what they need to do are
necessary for building principal pipelines. Principal F shared, "I believe some of the recruitment
47

and hiring barriers, especially for hiring Black male administrators, have been the shortage of
Black males going into the teaching profession."
According to the U.S. Education Department’s National Center for Education Statistics,
fewer than 2% of the nation’s nearly 3 million public school teachers are Black males (NCES,
2020). Since teachers form the basis for the pipeline from which principals are selected, it is no
surprise that African American males in the principalship remain underrepresented. Many
education scholars also suggest that the underrepresentation of Black females in education and
school leadership results from gender and race discrimination (Hill-Collins, 1990). A lack of role
models and appropriate mentors, combined with what Leonard and Papa-Lewis (1987) term the
“good old boy” system, Alston (2000) explains, are a few of the barriers that African American
females experience. Being socially isolated and receiving little guidance about the unwritten
rules of advancement in the workplace can also disenfranchise candidates of color and stack the
pipeline with White candidates (Alston, 2000).
In building administrator pipelines, it is essential to recognize that hiring leaders of color
without seeing race counters the centrality of racism in U.S. institutions (Delgado & Stefancic,
2001; Jackson, 2002; Ladson-Billings & Tate, 1995). Unsurprisingly, all participants in this
research study shared that building a pipeline of principals is essential in recruiting and hiring
effective school leaders of color. Some participants also shared that university and district-level
training programs do not always adequately prepare principal candidates for the challenging
issues they will face on the job and may be out of sync with their true responsibilities.
The research also found that it is good practice for districts to establish partnerships with local
universities to assist in recruiting and selecting potential candidates and in the continued
development of school leaders throughout their careers. Another promising practice for districts
48

is implementing school-based residencies that combine coursework and opportunities for
meaningful mentoring (Gates et al., 2019).
Discussion for Research Question 2
A thorough analysis of the qualitative interview data gathered from superintendents and
district leaders indicated that participants strongly agreed that districts must focus on developing
cultures promoting diversity, equity, and inclusion. These core beliefs should be reflected in the
districts' daily practices (Welborn, 2019). Participants also agreed that districts must clearly
articulate and communicate these plans to their schools and staff. This commitment to diversity,
equity, and inclusion makes recruiting, hiring, and retaining leaders of color easier.
All six superintendents and human resource directors agreed that districts need
administrator pipelines incorporating strategies for recruiting, hiring, evaluating, and supporting
pools of talented teacher leaders, assistant principals, and principals. Moreover, districts must
establish university partnerships to recruit, prepare, and support principals throughout their
careers and implement meaningful learning through school-based residencies that combine
coursework with mentoring opportunities.
The participants also agreed that principal pipeline preparation programs should focus on
improving and building instructional leadership and providing opportunities for aspiring
principals to gain leadership experience from sitting principals. Preparation programs curriculum
should link theory with practice and integrate coursework emphasizing ways to change school
cultures and improve teacher effectiveness. These leadership preparation programs should not
end when new principals are hired but continue to provide career-long mentoring and growth
opportunities.
49

Results for Research Question 3
Research Question Three analyzed what practices, policies, and strategies are in place to
ensure leaders of color are supported and retained in K-12 districts in Southern California
through interviews with school district administrators and principals. Two primary themes
emerged from the interview data. Theme 1 emphasized the importance for school districts to
promote diverse, equitable, and inclusive climates, elevating diverse perspectives. Theme 2
suggested that mentorships are a great way to support leaders of color, especially those with new
administrative roles who would benefit from the guidance of experienced mentors.
Theme 1
In researching what policies, practices, and strategies (if any) are in place to overcome
barriers and ensure equitable recruitment and hiring of leaders of color in K-12 districts in
Southern California, it was discovered that when districts make a formal commitment to
improving their culture and practices to uphold diversity, equity, and inclusion, they tend to have
greater success in recruiting, hiring, and retaining leaders of color.
In addition, when districts elevate diverse perspectives from students, staff, parents, and
the community, foster an inclusive and collaborative environment where team and community
members can fully participate in decision-making processes, and make deliberate efforts to serve
the traditionally underserved and disenfranchised, they are more effective in recruiting, hiring,
supporting, and retaining leaders of color (Welborn, 2019).
According to Carver-Thomas’s (2018) research for the Learning Policy Institute, a
district’s cultural climate and adherence to values is a proven retention strategy for leaders of
color. These values should focus on students as a whole, including their social and emotional
needs. The research also pointed out that teachers and leaders of color often value schools and
50

districts that are connected to the community, promote positive racial identities, and believe in
students of color. Many teachers and leaders of color want to serve their communities and instill
this value in their students. For example, Principal G shared that her superintendent did a great
job of checking in with her, supporting her, and acting as a true mentor who cared about her and
her students. Principal G believes this may have influenced her employment with the district,
stating, “one reason that I have remained in the district for the past 19 years is because the
district feels like a family to me where staff are validated, listened to, and cared for.”
Principal G shared that she enjoyed attending school and knew she wanted to be an
educator from a young age. She believes that her great experiences in school and positive
connections to her teachers may have inspired her to pursue a career in education, thus enhancing
the administrator pipeline. Principal G shared her thoughts on the teacher-student connection,
stating:
If you see yourself in a teacher or school leader, then you say, I want to do that. I want to
be like that person. The connection of teachers to students is important, and if they see
themselves in their teacher, this might be a way for people to want to go into education.
Principal G said she entered a predominately male administrator field, especially for
elementary and middle school. As a female Latina educator, she shared the importance of
teachers building positive relationships with students to facilitate true classroom learning and
relational trust versus transactional trust. Teachers and school leaders must build relational trust
with students and always reflect on the positive connections we make with students. Teachers
and school leaders must build relational trust with students and always reflect on the positive
connections we make with students. Principal G also shared her thoughts on being a Latina
woman in education, stating:
51

When I first got the job at XX High School, someone said to me that I was the first Latina
woman to be principal at XX High School, and they were so excited. And I just did not
think of myself that way, but other people see me that way.
As Ladson-Billings and Tate (1995) refer to in their work, there is still a challenge to the
“traditional claims of legal neutrality, objectivity, color-blindness, and meritocracy as
camouflages for the self-interest of the dominant groups in American society.” Principal J felt
that staff often rose through the leadership ranks if their ethnicity was the same as those on the
senior leadership team. Drawing a connection to Delgado and Stefancic’s (2017) theory that
racism is a means by which society allocates privilege and status, in Principal J’s case, racial
hierarchies may have determined who received tangible benefits, including better job offers and
faster promotions.
Principal C believes the state of California has come a long way in recruiting and hiring
leaders of color since his arrival as an 11-year-old immigrant. However, the state still has a long
way to go, with Principal C stating:
As California’s Latino population continues to grow, it is critical to have proper
representation in our school leaders and elected leaders. To support diverse and inclusive
district climates, it is significant and essential for aspiring school leaders of color to see
other folks that have done it before you.
Principal F appreciated her district’s focus on upholding diversity, equity, and inclusion.
However, she suggested it would be helpful for teachers, administrators, and staff within her
district to participate in a two-to-three-day professional development seminar before the school
year. The seminar could help staff understand the structure and targets of the district’s
comprehensive plan, to ensure all teachers and staff nurture a climate of care, equity, diversity,
52

and inclusion. Efforts to stand up to hate, prejudice, and bullying and to promote respect and
inclusion can also be studied and practiced during the seminar. Principal F shares her
overarching thoughts on the importance of promoting diversity and inclusivity, stating:
When it is perceived that the hiring of district leaders is done in a transparent and fair
manner, staff across the district will feel that they will get a fair shot with access to
openings for leadership advancement. Principals will see a diverse group of the school
site and central office leaders at their district or the district they are applying to and will
give them a sense that the district is truly committed to the importance of diversity,
equity, and inclusion, which then helped them make the decision to apply and hopefully
remain with the district for the long term.
Theme 2
In researching what policies, practices, and strategies are in place to overcome barriers
and ensure equitable recruitment and hiring of leaders of color in K-12 districts in Southern
California, it was discovered that mentorship opportunities for new administrators are critical to
supporting and retaining leaders of color.
It is also critical to have strong leadership in schools and to recruit, hire, and support
leaders using effective professional development models. Mentoring is a form of professional
development with great potential, as evidenced by data from across the United States (Clayton et
al., 2013; Gray et al., 2007; Honig, 2012; Skinner, 2009). Mentorship is necessary and practical,
as evidenced by Principal J, who stated:
Having a mentor is critical as a new administrator. My mentor spent much time sitting
with me and helping me to reflect on my leadership and specific instructional and
operational issues. To this day, I still speak with her often. I especially liked that my
53

mentor was from our district and our community, so when I bounced ideas off her, she
responded and supported with the context of our students, staff, and families.
Principal J shared another effective practice for supporting new administrators is allowing
them to take on different roles throughout their careers. Having multiple leadership roles allowed
Principal J to make meaningful connections with principals, teachers, and support staff across her
district, encouraging her to remain in her district for over 30 years.
Like Principal J, Principal C also greatly appreciated having a mentor who looked like
him and understood his cultural background. Additionally, as someone who immigrated to
the United States as a child, Principal C acknowledged the importance of connecting to teachers
and role models who helped him graduate from high school and attend college. Principal C
described what mentor characteristics had the greatest effect, stating:
What drew me to my mentor was the fact that here is a Latino leader with a doctorate,
and he is making a connection to me as a Latino and connected to my culture. It is
important for students, teachers, and potential school leaders to see themselves in school
and district leaders.
Principal G shared that her mentorships also played a huge role in her career. She
believes school leaders want to help others succeed and grow and want to pass on what they have
learned to others. Principal G noted the importance of mentorship, stating:
I think that mentorships play a huge part in education. I have been mentored by many
leaders and have mentored many educators myself. In administration, we are teachers at
heart and want to help others to succeed and grow and to be stronger leaders. I have had
amazing administrators in my district that I still call upon if I need advice or support. I try
54

to mentor my assistant principals and build their capacity, because I want them to be
successful.
Principal F shared that she wished districts had more formal mentorship programs for
new principals that lasted through the first three years of service. Additionally, she thinks
mentors should not be direct supervisors but neutral parties who check in monthly and reflect on
the challenging aspects of the principalship, providing coaching and emotional support. Principal
F shared her experience with mentorship, stating:
Mentorships for aspiring school leaders must be a huge part of preparing school leaders
for their roles. I was fortunate enough to have one of the best mentors of my life, and he
is still my unofficial mentor. He taught me everything I know about being a leader. His
goal was to prepare me to be a principal. He pushed me to walk the campus through the
lens of a principal and we spend many hours talking about the leadership actions that
took place at our school.
Principal K shared that she had many mentors throughout her 30-year administrative
career, all essential to making her a stronger leader. Research on mentoring highlights the role of
the mentor in providing career and emotional support for aspiring principals and acting as a
guide, model, and coach (Bertrand et al., 2018; Sezgin et al., 2020; Connery & Frick, 2021). In
addition, good mentors involve the mentee in reflective questioning, focus on leadership
competencies, and foster problem-solving.
According to Hall and Klotz (2001), good mentors provide their mentees with
scholarship, exposure, visibility, coaching, protection, and access to challenging
assignments. School districts must integrate mentorships into the process of leadership
development and hiring. Additionally, districts should select experienced principals as mentors
55

with track records of improving student achievement and provide them with training, resources,
and recognition for their work.
When examining the support given to aspiring school leaders through the lens of CRT, it
is interesting to note that educational organizations do not equitably prepare White men, women,
and minorities. Instead, White males are prepared to manage adults, while women are taught to
instruct children, and minorities are prepared to manage other minorities (Ortiz & Marshall,
1986).
Allen and Shehane (2016) also note a lack of “practice fields” in leadership education
where students are given the “opportunity for real-time feedback, coaching, and repetition” (p.
44). They argue for a balanced approach to leadership education involving experiential and
conceptual learning.
Discussion for Research Question 3
A thorough analysis of the qualitative interview data gathered from the principal
interviews showed that participants strongly agreed that new administrators must be mentored.
Effective mentors must be non-evaluative, reflect with new principals on some of the most
challenging aspects of the principalship, and provide coaching and modeling support. Mentors
must also provide emotional support, as doing so could help leaders of color be more successful
in their early administrative careers and remain in the profession longer. Mentoring is a form of
professional development with great potential, as evidenced by increasing support across the
United States (Clayton et al., 2013; Gray et al., 2007; Honig, 2012; Skinner, 2009).
All five principals interviewed felt that when districts formally committed to improving
their cultures, practices, and approaches for upholding diversity, equity, and inclusion, they
tended to have greater success in recruiting, hiring, and retaining leaders of color. Further, when
56

districts elevate diverse perspectives from students, staff, parents, and the community, foster
inclusive environments, allow team and community members to participate in the decision-
making processes, and make deliberate efforts to reach the traditionally underserved and
disenfranchised, they are more effective in recruiting, hiring, and retaining leaders of color. The
principals’ responses aligned with the CRT framework used to theorize, examine, and challenge
how race and racism implicitly and explicitly impact social structures, practices, and discourses
(Ladson-Billings, 2006).
Summary
The qualitative data analysis revealed several key findings related to the research
questions guiding this study. A key finding for Research Question One was the importance for
districts to maintain cultures of diversity, equity, and inclusion within their daily practices and
ensure acting administrators and potential candidates can feel these core beliefs in action.
Districts with student and stakeholder-centered cultures create welcoming and engaging school
climates, making recruiting, hiring, and retaining leaders of color more achievable (Welborn,
2019).
In addition, entry-level salaries and step-growth opportunities are essential for attracting
potential leaders of color. Salaries can offset a wide range of school and student population
characteristics which traditionally have negatively impacted a district’s ability to attract and
retain qualified school principals (Pijanowski & Brady, 2009; Whitaker, 2003). An unconscious
age bias can also hamper hiring by preventing districts from identifying young, aggressive, and
passionate administrators with excellent upside potential. Districts must hire the best and most
capable school leaders, regardless of their years of service, genders, ages, or traditional work
experiences (Tallerico, 2000; Parker, 2018; Marger, 2011).
57

The key findings for Research Question Two included the importance for districts to
develop and implement comprehensive plans to nurture a climate of care, equity, diversity, and
inclusion and clearly articulate and communicate these plans (Padamsee et al., 2017; Welborn,
2019).
Another key finding emphasizes the need for districts to build administrator pipelines that
incorporate strategies for recruiting, hiring, evaluating, and supporting promising teacher leaders,
assistant principals, and principals. Additionally, districts should establish university partnerships
to recruit, prepare, and support principals throughout their careers and encourage meaningful
learning through school-based residencies combining coursework and mentoring opportunities.
These leadership preparation programs should not end when new principals are hired but should
continue to provide career-long growth opportunities (Clayton et al., 2013; Gray et al., 2007;
Honig, 2012; Skinner, 2009).
The key finding for Research Question Three was the importance of mentors providing
their mentees with exposure and visibility, coaching and protection, access to challenging
assignments, and emotional support. Mentorships can help leaders of color succeed in their early
administrative careers, encouraging them to remain in the profession longer (Clayton et al., 2013;
Gray et al., 2007; Honig, 2012; Skinner, 2009).
Another key finding was that all participants in the study felt districts must formally
commit to developing and continuously improving their culture, practices, and approaches for
upholding diversity, equity, and inclusion. When districts elevate diverse perspectives, include
all community members in the decision-making processes, and make deliberate efforts to reach
the traditionally underserved and disenfranchised, they create inclusive climates that are more
58

effective when recruiting, hiring, supporting, and retaining leaders of color (Padamsee et al.,
2017; Ladson-Billings, 2006; Welborn, 2019).
59

Chapter Five: Discussion
There is a need for K-12 public school systems to hire and retain more principals and
teachers of color. While 17% of the students in K-12 public schools are Black, Black teachers
make up just 8% of the teaching force and 10% of principals in the United States (Boser, 2011).
The racial interaction between principals and students can influence student performance by
employing practices that improve the academic achievement of students of color. Research
demonstrates that students of color perform at lower proficiencies and receive higher suspension
rates when compared to their White peers (Gregory et al., 2010).
Moreover, several factors, including culturally biased discipline practices and low
socioeconomic status, appear to contribute to the persistence of this problem (Skiba et al., 2008).
The disproportionate outcomes of students of color within the United States have been consistent
for the past 40 years. There is a need to address this gap by identifying research-based strategies
in hiring, supporting, and retaining principals of color that improve academic outcomes for
students of color.
Findings
This study aimed to examine, through the lens of CRT, what district administrators report
as barriers to equitable hiring and retaining of principals and, according to principals, what
policies, practices, and strategies are in place to help support and retain principals. This research
investigated school principals’ and district administrators’ perceptions and practices. It shed light
on successful strategies for recruiting, hiring, and retaining principals of color.
Chapter Four commenced with an explanation of the approach used to analyze and code
respondent data and then described the descriptive characteristics of the interview participants
60

(Merriam & Tisdell, 2016). The data collected from the interviews were then aligned with the
overarching research questions that guided this study.
As presented in the findings, there was clear evidence of recurring themes that
emphasized the importance for districts to have a strong culture of diversity, equity, and
inclusion as a part of their core beliefs and daily practices that can be felt by acting and potential
administrator candidates, as well as having entry-level salaries and step-growth opportunities to
attract potential leaders of color. In addition, the data collected in this study highlighted how
unconscious age bias in the hiring process can hamper a district’s ability to identify young,
aggressive, capable administrators with excellent upside potential to becoming exemplary school
leaders.
Other key findings were that it was important for districts to build administrator pipelines
that incorporate strategies to recruit, hire, evaluate, and support a pool of promising talented
teacher leaders, assistant principals, and principals, and the importance for new administrators to
be mentored. In addition, effective mentors must provide their mentees with exposure and
visibility, coaching and protection, access to challenging assignments, and emotional support.
This helps leaders of color be more successful in their early administrative careers, retaining
them in the profession longer.
Implications for Practice
This research has implications for K-12 districts in Southern California. The purpose of
this study was to contribute to the current scholarly literature on what barriers exist when hiring
and retaining leaders of color and what policies, practices, and strategies are in place to
overcome these barriers to ensure equitable recruitment. Several themes emerged in the research
findings that can inform educational practitioners at the school and district levels. The policies,
61

practices, and strategies identified in the research can help districts and schools overcome the
barriers to recruiting, hiring, and retaining leaders of color.
The first implication for practice by school site principals and district leaders emphasizes
the value of establishing a strong culture of diversity, equity, and inclusion as part of a school
and district's core beliefs. Study findings suggest that when potential administrators see the
diversity of the leadership team, it helps during the hiring process, especially when recruiting
leaders of color. It is also beneficial for school district leaders to share information about their
district's strong support network with new administrators, such as their ability to receive
mentoring from experienced principals.
The second implication for practice highlights the importance for districts to build
administrator pipelines that incorporate strategies for recruiting, hiring, evaluating, and
supporting a pool of promising teacher leaders, assistant principals, and principals. All human
resource directors and superintendents included in the study believe it is critical for districts to
build administrative pipelines to identify potential leaders of color within the district and for
district leaders to motivate promising candidates to enter aspiring assistant principal and
principal programs. The human resource directors also emphasized the importance of sharing
long-term leadership opportunities within the district to help retain aspiring school leaders.
The third implication of practice addresses the importance of entry-level salaries and
step-growth opportunities to attract potential leaders of color. Interview responses from district
administrators revealed it is often challenging to attract potential administrators, including
administrators of color, because starting salaries are so low. A possible strategy is to lower the
administrator-to-teacher ratio, freeing up funding for higher salaries to attract and retain talented
school leaders.
62

A fourth implication of practice highlights the importance of mentoring new
administrators. All superintendents, human resource directors, and principals included in the
study believe it is essential for districts to establish formal mentorship programs for new
principals, lasting through the first three years of service. The mentors should have monthly
check-ins with the new principals to reflect on current challenges, offer advice, and provide
emotional support.
A final implication of practice is to be aware of the slow, traditional route of requiring
aspiring administrators to teach and take on assignments outside of the classroom for a certain
number of years before they can apply for entry-level school administration positions, such as
assistant principal. The human resource directors in this study felt that this traditional approach
could reduce the pool of aspiring school leaders since they do not want to wait as long to obtain
leadership positions and may seek out districts that allow for faster growth opportunities.
Superintendent D shared that districts must be aware of this potential age bias and how it could
hamper their efforts to identify young, aggressive, and passionate administrators with the
potential to become effective school leaders. A possible solution is for districts to allow faster
promotional opportunities based on merit and potential rather than years of job experience.
Future Research
This study’s literature review noted a need for future research to identify specific district
leadership initiatives and practices for developing diverse, equitable, and inclusive district
climates that support the hiring and retaining of principals of color. Specifically, three areas of
recommended future research stemmed from this study’s findings.
The first recommendation is to study the necessary starting administrative salaries and
step-growth opportunities to attract leaders of color. Study findings revealed that higher starting
63

salaries attracted more potential leaders of color. It would be beneficial for future research to
investigate the correlation between specific starting salary ranges with increased recruitment and
retainment rates for leaders of color.
The second recommendation for future research is to strengthen the generalizability of
this study’s findings. While this study’s strength exists in its data triangulation across
superintendents, human resource directors, and principals in three different school districts,
practitioners could benefit from a more in-depth analysis through a focus group design.
Expanding the qualitative data collection by conducting focus group interviews with additional
K-12 principals to identify standard practices, differing approaches, and various perspectives on
building diverse, inclusive, and equitable school climates would yield a larger data sample and
widen the scope of this study’s findings. Including more participants would increase the
generalizability of the findings and limit the bias often seen in smaller data samples.
The final recommendation for future research is to investigate the role of district
leadership in developing and implementing professional development provided to principals on
strategies and resources to build diverse, inclusive, and equitable school communities. Further
investigation of practices in a range of school districts could add to the body of knowledge
describing specific actions taken to build the capacity of principals to build diverse, inclusive,
and equitable school communities.
Conclusions
This study contributes to the existing body of literature by examining barriers to hiring
and retaining principals of color. It also examined policies, practices, and strategies to help
support and retain principals of color through the lens of CRT (Delgado & Stefancic, 2017; Gay,
2002; Ladson-Billings, 2006).
64

The data revealed that it is crucial for districts to have cultures of diversity, equity, and
inclusion integrated into their core beliefs and daily practices that can be felt by acting staff and
potential candidates. It is also crucial for districts to recognize that entry-level salaries and step-
growth opportunities are essential for attracting potential leaders of color.
Districts must also be aware of unconscious age bias in the hiring process that can
hamper identifying young, aggressive, and dedicated administrators with the potential to become
exemplary school leaders. Districts must develop and implement comprehensive plans for
nurturing a climate of care, equity, diversity, and inclusion and clearly articulate these plans.
Additionally, districts must build administrator pipelines incorporating strategies to
recruit, hire, evaluate, and support a pool of promising teacher leaders, assistant principals, and
principals. Mentors must provide new administrators with coaching, access to challenging
assignments, and emotional support. These research findings will help leaders of color succeed
in their early administrative careers and remain in the profession longer, ultimately benefitting
the students of color they serve.
65

References
Achinstein, B., Ogawa, R. T., Sexton, D., & Freitas, C. (2010). Retaining teachers of color: A
pressing problem and a potential strategy for “hard to staff” schools. Review of
Educational Research, 80(1), 71–107. https://doi.org/10.3102/00346543093559
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international
experiences. Nordic Journal of Studies in Educational Policy, 6(1).
https://doi.org/10.1080/20020317.2020.1729587
Allen, S. J., & Shehane, M. R. (2016). Exploring the language of leadership learning and
education. National Library of Medicine, 2016(151), 35–49.
https://doi.org/10.1002/yd.20199
Allensworth, E. M., Hart, H., & Gordon, M. F. (2018, June). How do principals influence student
achievement? University of Chicago.
https://consortium.uchicago.edu/sites/default/files/2018-10/Leadership%20Snapshot-
Mar2018-Consortium.pdf
Alston, J. A. (2000). Missing from action: Where are the black female school superintendents?
Urban Education, 35(5), 525–531. https://doi.org/10.1177/0042085900355003
Anderson, M. D. (2016, June 21). Where are all the principals of color? The Atlantic.
https://www.theatlantic.com/education/archive/2016/06/principals-of-color/488006/
Bartanen, B., & Grissom, J.A. (2021). School principal race, teacher racial diversity, and student
achievement. Journal of Human Resources, 58(2), 666-712.
https://doi.org/10.3368/jhr.58.4.0218-9328R2
Bell, D. A., Jr. (1980). Brown v. Board of Education and the interest-convergence dilemma.
Harvard Law Review, 93(3), 518–533. https://doi.org/10.2307/1340546
66

Bell, D. (2002). Ethical ambition: Living a life of meaning and worth. Bloomsbury Publishing.
Bell, D. (2004). Silent covenants: Brown vs. Board of Education and the unfulfilled hopes for
social reform. Oxford University Press.
Beng, H. S., Morris, R., Gorard, S., & El Soufi, N. (2020). What works in attracting and
retaining teachers in challenging schools and areas? Oxford Review of Education, 46(6),
678–697. https://doi.org/10.1080/03054985.2020.1775566
Bertrand, L. A., Stader, D., & Copeland, S. (2018). Supporting new school leaders through
mentoring. School Leadership Review, 13(2).
https://scholarworks.sfasu.edu/slr/vol13/iss2/7
Blagev, D. P., Barton, N., Grissom, C. K., McKee, K. E., & Harrison, A. M. (2021). On the
journey toward health equity: Data, culture change, and the first step. NEJM Catalyst, 2(7).
https://doi.org/10.1056/CAT.21.0118
Bloom, C. M., & Erlandson, D. A. (2003). African American women principals in urban schools:
Realities, (re)constructions, and resolutions. Educational Administration Quarterly, 39(3),
339–369. https://doi.org/10.1177/0013161X03253413
Bogdan, R., & Biklen, S. K. (2006). Qualitative research for education: An introduction to
theories and methods (5th ed.). Pearson.
Boser, U. (2011). Teacher diversity matters: A state-by-state analysis of teachers of color.
Center for American Progress. https://files.eric.ed.gov/fulltext/ED535665.pdf
Bristol, T. J., & Mentor, M. (2018). Policing and teaching: The positioning of Black male
teachers as agents in the universal carceral apparatus. Urban Review, 50(2), 218–234.
https://doi.org/10.1007/s11256-018-0447-z
67

Brockmeier, L. L., Starr, G., Green, R., Pate, J. L., & Leech, D. W. (2013). Principal and school-
level effects on elementary school student achievement. International Journal of
Educational Leadership Preparation, 8(1), 49–61.
California Department of Education. (2021a). Annual enrollment.
https://www.cde.ca.gov/ds/ad/edtop.asp
California Department of Education. (2021b). California longitudinal pupil achievement data
system (CALPADS). https://www.cde.ca.gov/ds/sp/cl/
Calmore, J. O. (1992). Critical race theory, Archie Shepp, and fire music: Securing an authentic
intellectual life in a multicultural world. University of Southern California.
https://heinonline.org/HOL/LandingPage?handle=hein.journals/scal65&div=91&id=&page
=
Carnahan, B., & Moore, C. (2020, July 7). Actively addressing unconscious bias in recruiting.
Harvard Business School. https://www.hbs.edu/recruiting/insights-and-
advice/blog/post/actively-addressing-unconscious-bias-in-recruiting
Carver-Thomas, D. (2018). Diversifying the teaching profession: How to recruit and retain
teachers of color. Learning Policy Institute.
https://learningpolicyinstitute.org/product/diversifying-teaching-profession-report
Cheung, R., & Gong, N. (2022). Understanding how a leaders of color network supports the
retention of a diverse leader workforce. Leadership and Policy in Schools, 21(1), 112–125.
https://doi.org/10.1080/15700763.2021.2022709
Clayton, J. K., Sanzo, K. L., & Myran, S. (2013). Understanding mentoring in leadership
development: Perspectives of district administrators and aspiring leaders. Journal of
Research on Leadership Education, 8(1), 77–96. https://doi.org/10.1177/19427751124649
68

Connery, L. A., & Frick, W. C. (2021). A formal administrator mentoring program: Perceived
learning benefits and insights into leadership well-being. Inquiry in Education, 13(1).
Crenshaw, K., Gotanda, N., & Peller, G. (1995). Critical race theory: The key writings that
formed the movement. New Press.
Crenshaw, K. W. (2011). Twenty years of critical race theory: Looking back to move forward.
Connecticut Law Review 43(5), 1253-1352.
Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction (3rd ed.). New York
University Press.
Delgado, R. & Stefancic, J. (2017). Chapter II hallmark critical race theory themes. In R.
Delgado & J. Stefancic (Eds.), Critical race theory: An introduction (3rd ed., pp. 19-43).
New York University Press. https://doi.org/10.18574/nyu/9781479851393.003.0007
Dixson, A. D., & Dingus, J. E. (2008). In search of our mothers’ gardens: Black women teachers
and professional socialization. Teachers College Record: The Voice of Scholarship in
Education, 110(4), 805–837. https://doi.org/10.1177/016146810811000403
Easton-Brooks, D. (2013). Ethnic-matching in urban schools. In H. R. Milner & K. Lomotey
(Eds.), Handbook of Urban Education (1st ed., pp. 135–151). Routledge.
Echols, C. (2006). Challenges facing Black American principals: A conversation about coping.
The Connexions Project. https://www.cwu.edu/teaching-
learning/sites/cts.cwu.edu.teaching-learning/files/documents/black_principals.pdf
Engel, M., Cannata, M., & Curran, F. C. (2018). Principal influence in teacher hiring:
Documenting decentralization over time. Journal of Educational Administration, 56(3),
277–296. https://doi.org/10.1108/jea-05-2017-0061
69

Farinde, A. A., Allen, A., & Lewis, C. W. (2016). Retaining Black teachers: An examination of
Black female teachers’ intentions to remain in K-12 classrooms. Equity & Excellence in
Education, 49(1), 115–127. https://doi.org/10.1080/10665684.2015.1120367
Farinde-Wu, A., & Fitchett, P. G. (2016). Searching for satisfaction: Black female teachers’
workplace climate and job satisfaction. Urban Education, 53(1), 86–112.
https://doi.org/10.1177/0042085916648745
Feng, L., & Sass, T. R. (2015). The impact of incentives to recruit and retain teachers in “hard-
to-staff” subjects. Journal of Policy Analysis and Management, 37(1), 112–135.
https://doi.org/10.1002/pam.22037
Foster, L., Peoples, L. Q., Martínez, P. D., & Martin, J. (2021, March 4). How to address
educational equity: Research-based recommendations for educators. Students at the
Center. https://studentsatthecenterhub.org/resource/how-to-address-educational-equity-
research-based-recommendations-for-educators/
Frank, T. J., Powell, M. G., View, J. L., Lee, C., Bradley, J. A., & Williams, A. (2021).
Exploring racialized factors to understand why Black mathematics teachers consider
leaving the profession. Educational Researcher, 50(6), 381–391.
https://doi.org/10.3102/0013189x21994498
Franks, L. E. (2022). Leaders we need now. NAESP. https://www.naesp.org/resources/research-
reports/leaders-we-need-now/
Fultz, M. (2004). The displacement of Black educators post-Brown: An overview and analysis.
History of Education Quarterly, 44(1), 11–45. https://doi.org/10.1111/j.1748-
5959.2004.tb00144.x
70

Gates, S., Baird, M., Master, B., & Chavez-Herrerias, E. (2019). Principal pipelines: A feasible,
affordable, and effective way for districts to improve schools. RAND Corporation.
https://doi.org/10.7249/rr2666
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education,
53(2), 106-116. https://www.cwu.edu/teaching-learning/sites/cts.cwu.edu.teaching-
learning/files/documents/PreparingforCulturallyResponsiveTeaching,%20Geneva%20Gay.
pdf
Glense, C. (2011). Crafting your story: Writing up qualitative data. In P. Smith (Eds.), Becoming
qualitative researchers (5th ed., pp. 218–240). Pearson.
Gleason, C. (2022). Considering equity and inclusion in district communications. Finalsite.
https://www.finalsite.com/blog/p/~board/b/post/diversity-equity-inclusion-district-
communications
Gray, C., Fry, B., Bottoms, G., & O’Neill, K. (2007). Good principals aren’t born — They’re
mentored. SREB. https://www.sreb.org/sites/main/files/file-
attachments/07v05_mentoring_insideandcover.pdf?1459948383
Green, P. (2004). The paradox of the promised unfulfilled: Brown v. Board of Education and the
continued pursuit of excellence in education. The Journal of Negro Education, 73(3), 268.
https://doi.org/10.2307/4129611
Gregory, A., Skiba, R. J., & Noguera, P. A. (2010). The achievement gap and the discipline gap:
Two sides of the same coin? Educational Researcher, 39(1), 59–68.
https://doi.org/10.3102/0013189x09357621
Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021, February). How principals affect students
and schools: A systematic synthesis of two decades of research. Wallace Foundation.
71

https://www.wallacefoundation.org/knowledge-center/pages/how-principals-affect-
students-and-schools-a-systematic-synthesis-of-two-decades-of-research.aspx
Hall, L. M., & Klotz, J. (2001). A regional study of gender differential perceptions of mentoring
functions in accessing the superintendency (Publication No. 3021016) [Doctoral
dissertation, University of Southern Mississippi]. ProQuest Dissertations.
https://www.proquest.com/openview/e5674690807f67ef2a0a5dca3bd606b2/1?pq-
origsite=gscholar&cbl=18750&diss=y
Hancock, C. B., & Scherff, L. (2010). Who will stay and who will leave? Predicting secondary
English teacher attrition risk. Journal of Teacher Education, 61(4), 328–338.
https://doi.org/10.1177/0022487110372214
Harding, J. (2013). Qualitative data analysis from start to finish (2nd ed.). Sage Publications.
Hartlep, N. D., & Baylor, A. (2016). Educational leadership: A critical, racial and theoretical
examination of the “we need more leaders of color” discourse. In T. Marsh & N. Croom
(Eds.), Envisioning a critical race praxis for leadership: Critical race counter-stories
across the P-20 pipeline (pp. 87-105). Information Age Publishing.
Haycock, K. (2001). Closing the Achievement Gap. Educational Leadership, 58(6), 6–11.
H.B. 3619, 75th Oregon Legislative Assembly. (Oregon, 2010).
https://olis.oregonlegislature.gov/liz/2010S1/Downloads/MeasureDocument/HB3619/A-
Engrossed
H.F. 2792, Iowa Acts. (Iowa, 2006).
https://www.legis.iowa.gov/docs/publications/FT/680030.pdf
72

Hill-Collins, P. (1990). Black feminist thought in the matrix of domination. In P.H. Collins (Ed.),
Black feminist thought: Knowledge, consciousness, and the politics of empowerment (1st
ed., pp. 221–238). Unwin Hyman.
Honig, M. I. (2012). District central office leadership as teaching: How central office
administrators support principals' development as instructional leaders. Educational
Administration Quarterly, 48(4), 733–774. https://doi.org/10.1177/0013161x12443258
Hopper, E. B., Robinson, D., & Fitchett, P. (2021). Early career African American teachers and
the impact of administrative support. Urban Education, 57(3).
https://doi.org/10.1177/004208592098833
Hulme, M., & Wood, J. (2022). The importance of starting well: The influence of early career
support on job satisfaction and career intentions in teaching. Journal of Further and
Higher Education, 46(4), 504–521. https://doi.org/10.1080/0309877x.2021.1985981
Ingersoll, R., & May, H. (2011). Recruitment, retention, and the minority teacher shortage
(Report No. RR-69). Consortium for Policy Research in Education.
https://www.cpre.org/sites/default/files/researchreport/1221_minorityteachershortagereport
rr69septfinal.pdf
Jackson, T. (2002). The management of people across cultures: Valuing people differently.
Human Resource Management, 41(4), 455–475. https://doi.org/10.1002/hrm.10054
Jang, S. T., & Alexander, N. A. (2022). Black women principals in American secondary schools:
Quantitative evidence of the link between their leadership and student achievement.
Educational Administration Quarterly, 58(3), 450–486.
https://doi.org/10.1177/0013161x211068415
73

Khalifa, M., Dunbar, C., & Douglasb, T. R. (2013). Derrick Bell, CRT, and educational
leadership 1995–present. Race Ethnicity and Education, 16(4), 489–513.
https://doi.org/10.1080/13613324.2013.817770
Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers
College Record: The Voice of Scholarship in Education, 97(1), 47–68.
https://doi.org/10.1177/016146819509700104
Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding
achievement in U.S. schools. Educational Researcher, 35(7), 3-12.
https://www.jstor.org/stable/3876731
Learning Policy Institute & Public Leadership Institute. (2008). Teaching profession playbook:
Building a strong and diverse teaching profession. Partnership for the Future of Learning.
https://www.teachingplaybook.org/digital#chapters
Leonard, P. Y., & Papa-Lewis, R. (1987). The underrepresentation of women and minorities in
educational administration: Patterns, issues, and recommendations. Journal of Educational
Equity and Leadership, 7(3), 188–207.
Lichtman, M. (2014). Qualitative research for the Social Sciences. Sage Publications.
https://doi.org/10.4135/9781544307756
Long, C. (2020, March 11). A hidden history of integration and the shortage of teachers of color.
NEA. https://www.nea.org/advocating-for-change/new-from-nea/hidden-history-
integration-and-shortage-teachers-color
Lovely, S. (2004). Staffing the principalship finding, coaching, and mentoring school leaders.
Association for Supervision and Curriculum Development.
74

Marger, M. N. (2011). Race and ethnic relations: American and global perspectives (9th ed.).
Wadsworth Publishing.
Marrun, N. A., Plachowski, T. J., Mauldin, D. A. R., & Clark, C. (2021). “Teachers don’t really
encourage it”: A critical race theory analysis of high school students’ of color perceptions
of the teaching profession. Multicultural Education Review, 13(1), 3–24.
https://doi.org/10.1080/2005615x.2021.1890313
Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From
research to results (1st ed.). Hawker Brownlow Education.
Master, B., Sun, M., & Loeb, S. (2018). Teacher workforce developments: Recent changes in
academic competitiveness and job satisfaction of new teachers. Education Finance and
Policy, 13(3), 310–332. https://doi.org/10.1162/edfp_a_00215
Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Sage
Publications.
McCray, C. R., Wright, J. V., & Beachum, F. D. (2007). Beyond "Brown": Examining the
perplexing plight of African American principals. Journal of Instructional Psychology,
34(4), 247-255.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and
implementation (4th ed.). Jossey-Bass.
Milner, H. R. (2007). Race, culture, and researcher positionality: Working through dangers seen,
unseen, and unforeseen. Educational Researcher, 36(7), 388–400.
https://doi.org/10.3102/0013189x07309471
Miles, M. B., Huberman, A. M., & Saldañ a, J. (2019). Qualitative data analysis: A methods
sourcebook. Sage Publications.
75

National Center for Education Statistics. (2020). Race and ethnicity of public school teachers
and their students. U.S. Department of Education.
https://nces.ed.gov/pubs2020/2020103/index.asp
National Center for Education Statistics. (2022). Racial/ethnic enrollment in public schools. U.S.
Department of Education. https://nces.ed.gov/programs/coe/indicator/cge/racial-ethnic-
enrollment
National Institutes of Health. (2022). Implicit bias. U.S. Department of Health & Human
Services. https://diversity.nih.gov/sociocultural-factors/implicit-bias
Ortiz, F. I., & Marshall, C. (1986). The issue of gender in educational enterprise. Feminist
Teacher, 2(2), 18–25.
Padamsee, X., Crowe, B., Louis, L., Messano, F., & Paperny, T. (2017, July). Unrealized
impact: The case for diversity, equity, and inclusion. Promise54.
http://www.unrealizedimpact.org/wp-content/uploads/2017/07/Unrealized_Impact-Final-
072017.pdf
Papa, F.C., Lankford, H., & Wyckoff, J. (2002). The attributes and career paths of principals:
Implications for improving policy. Stanford Center for Education Policy Analysis.
https://cepa.stanford.edu/content/attributes-and-career-paths-principals-implications-
improving-policy
Parker, K. (2018, March 7). Women in majority-male workplaces report higher rates of gender
discrimination. Pew Research Center. https://www.pewresearch.org/fact-
tank/2018/03/07/women-in-majority-male-workplaces-report-higher-rates-of-gender-
discrimination/
76

Pijanowski, J. C., & Brady, K. P. (2009). The influence of salary in attracting and retaining
school leaders. Education and Urban Society, 42(1), 25–41.
https://doi.org/10.1177/0013124509342952
Patton, M. (2002). Qualitative research & evaluation methods (4th ed.). Sage Publications.
Mendez, L. M. R., & Knoff, H. M. (2003). Who gets suspended from school and why: A
demographic analysis of schools and disciplinary infractions in a large school district.
Education and Treatment of Children, 26(1), 30–51.
Quiocho, A., & Rios, F. (2000). The power of their presence: Minority group teachers and
schooling. Review of Educational Research, 70(4), 485-528.
https://doi.org/10.2307/1170779
Rice-Boothe, M. (2022, July 5). 4 ways to support principals of color. Edutopia.
https://www.edutopia.org/article/4-ways-support-principals-color
Romansky, L., Garrod, M., Brown, K., & Deo, K. (2021, May 27). How to measure inclusion in
the workplace. Harvard Business Review. https://hbr.org/2021/05/how-to-measure-
inclusion-in-the-workplace
Rubin, H. J. & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (2nd ed.).
Sage Publications. https://doi.org/10.4135/9781452226651
S.B. 860, 94th Gen. Assem. (Illinois, 2006).
https://www.ilga.gov/legislation/fulltext.asp?DocName=09400SB0860ham001&GA=94&
SessionId=50&DocTypeId=SB&LegID=17894&DocNum=860&GAID=8&SpecSess=&S
ession=
77

Scafidi, B., Sjoquist, D. L., & Stinebrickner, T. R. (2007). Race, poverty, and teacher mobility.
Economics of Education Review, 26(2), 145–159.
https://doi.org/10.1016/j.econedurev.2005.08.006
School Leadership Institute, NM Stat § 21-1-44. (1996). https://law.justia.com/codes/new-
mexico/2011/chapter21/article1/section21-1-44/
Sezgin, F., Sonmez, E., & Kaymak, M. N. (2020). Mentoring-based learning culture in schools:
Learning from school administrator mentoring. Research in Educational Administration &
Leadership, 5(3).
Shaw, E. J. (2005). Researching the educational benefits of diversity. (Report No. 2005-4).
College Entrance Examination Board. https://files.eric.ed.gov/fulltext/ED562839.pdf
Shelton, S. (2012). Preparing a pipeline of effective principals: A legislative approach. National
Conference of State Legislatures. https://www.wallacefoundation.org/knowledge-
center/Documents/Preparing-a-Pipeline-of-Effective-Principals-A-Legislative-
Approach.pdf
Skiba, R., Graham, S., Sheras, P., Conoley, J., & Garcia-Vazquez, E. (2008). Are zero tolerance
policies effective in the schools: An evidentiary review and recommendations. The
American Psychologist, 63(9), 852–862.
Skinner, T. S. (2009). Exploration of barriers and solutions for women in the pathway to the
High School Principalship [Doctoral dissertation, Old Dominion University]. ProQuest
Dissertations.
https://www.proquest.com/openview/2bff1da36df8832db6636e409148850f/1?pq-
origsite=gscholar&cbl=18750
78

Smith, E. J., & Harper, S. R. (2015). Disproportionate impact of k-12 school suspension and
expulsion on black students in southern states. University of Pennsylvania, Center for the
Study of Race and Equity in Education. https://race.usc.edu/wp-
content/uploads/2020/08/Pub-14-Smith-and-Harper.pdf
Smith, M., & Lemasters, L. (2010). What happened to all the Black principals after Brown.
International Journal of Educational Leadership Preparation, 5(4), 1-9.
Superville, D. R. (2021, December 7). Principals of color are scarce. Here's what districts are
doing about it. Education Week. https://www.edweek.org/leadership/principals-of-color-
are-scarce-heres-what-districts-are-doing-about-it/2021/12
Sutcher, L., Darling-Hammond , L., & Carver-Thomas, D. (2016). A coming crisis in teaching?
Teacher supply, demand, and shortages in the U.S. Learning Policy Institute.
https://learningpolicyinstitute.org/product/coming-crisis-teaching
Tallerico, M. (2000). Gaining access to the superintendency: Headhunting, gender, and color.
Educational Administration Quarterly, 36(1), 18-43.
https://doi.org/10.1177/00131610021968886
Torres, J., Santos, J., King-Rodrigues, S., Peck, N. L., & Cortes, L. (2004). Minority teacher
recruitment, development, and retention. The Education Alliance at Brown University.
https://files.eric.ed.gov/fulltext/ED484676.pdf
Vegas, E., Murnane, R. J., & Willett, J. B. (2001). From high school to teaching: Many steps,
who makes it? Teachers College Record: The Voice of Scholarship in Education, 103(3),
427–449. https://doi.org/10.1111/0161-4681.00121
79

Villegas, A. M., Strom, K., & Lucas, T. (2012). Closing the racial/ethnic gap between students of
color and their teachers: An elusive goal. Equity & Excellence in Education, 45(2), 283–
301. https://doi.org/10.1080/10665684.2012.656541
Walker, L. J., Goings, R. B., & Wilkerson, R. D. (2019). The role school administrators play in
creating healthy ecosystems for black male preservice teachers. The Journal of
Educational Foundations, 32, 114–141.
Walker, V. S., & Byas, U. (2003). The architects of Black schooling in the segregated south: The
case of one principal leader. Journal of Curriculum and Supervision, 19 (1), 54–72.
https://doi.org/10.5149/9780807888759_walker
The Wallace Foundation. (2008). Becoming a leader: Preparing school principals for today’s
schools. https://www.wallacefoundation.org/knowledge-center/documents/becoming-a-
leader-preparing-principals-for-todays-schools.pdf
The Wallace Foundation (2017). Building principal pipelines: A job that urban districts can do.
https://www.wallacefoundation.org/knowledge-center/documents/perspective-principal-
pipelines-updated.pdf
Wellborn, J. E. (2019). Increasing Equity, Access, and Inclusion through Organizational Change:
A Study of Implementation and Experiences Surrounding a School District's Journey
towards Culturally Proficient Educational Practice. Education Leadership Review, 20(1),
167-189.
Whitaker, K. S. (2003). Principal role changes and influence on principal recruitment and
selection. Journal of Educational Administration, 41(1), 37–54.
https://doi.org/10.1108/09578230310457420
80

White, B. R., Brown, K. S., Hunt, E., & Klostermann, B. K. (2011). The view from the
principal's office: Results from the IERC principals survey (Report No. IERC 2011-2).
Illinois Education Research Council. https://files.eric.ed.gov/fulltext/ED520064.pdf
Winant, H. (2001). The world is a ghetto: Race and democracy since World War II. Basic
Books.
Witherspoon, N., & Mitchell, R. W. (2009). Critical race theory as ordinary theology of African
American principals. International Journal of Qualitative Studies in Education, 22(6),
655–670. https://doi.org/10.1080/09518390903333871
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community
cultural wealth. Race Ethnicity and Education, 8(1), 69–91.
https://doi.org/10.1080/1361332052000341006

81

Appendix A: Matrix Correlating Research Questions With Interview Questions
Research Question One Research Question Two Research Question Three
In your perspective as a
leader in the district, describe
how diversity, equity and
inclusion initiatives are
implemented throughout the
system?

In your perspective as a
leader in the district, describe
how diversity, equity and
inclusion initiatives are
implemented throughout the
system?

Did any direct experience
motivate you to go into
education?

What is the organizational
strategy that drives the
district’s selection of
leaders?

What is the organizational
strategy that drives the
district’s selection of
leaders?

Did you have a teacher or
leader of the same race in your
K-12 experience? If yes, did
they have a significant impact
on your journey?

What are the leaders'
significant knowledge skills
and abilities that you look for
when hiring?
a. How does your
district evaluate non-
traditional
professional
experiences in the
hiring process?

What are the leaders'
significant knowledge skills
and abilities that you look for
when hiring?
a. How does your
district evaluate non-
traditional
professional
experiences in the
hiring process?

In your experience, does your
district earnestly work to
recruit leaders of color?

What actions have you
utilized to retain your most
talented leaders?

What actions have you
utilized to retain your most
talented leaders?

What role does mentorship
play in education? Have you
been mentored by other
leaders?

What are some barriers that
you have encountered when
actively seeking candidates
of color?

What are some barriers that
you have encountered when
actively seeking candidates
of color?

Does race factor into your
educational experience? How
has race and ethnicity effected
your professional career
regardless of position?

82

What diversity policies have
been implemented
successfully at the district
level and how do you
measure that success?

What diversity policies have
been implemented
successfully at the district
level and how do you
measure that success?

In your experience what
barriers have you seen that
keep people of color from
going into the education
system? Do you have any
suggestions to eliminate them?

What are the 2 to 3 ideas you
have that could impact
diversity, equity, and
inclusion recruitment?

What are the 2 to 3 ideas you
have that could impact
diversity, equity, and
inclusion recruitment?

What are the 2 to 3 ideas you
have that could impact
diversity, equity, and
inclusion hiring?

What are the 2 to 3 ideas you
have that could impact
diversity, equity, and
inclusion hiring?

What are the 2 to 3 ideas you
have that could impact
diversity, equity, and
inclusion retention?
What are the 2 to 3 ideas you
have that could impact
diversity, equity, and
inclusion retention?

83

Appendix B: Interview Introduction Protocol
Thank you for agreeing to participate in my study. I appreciate the time that you have set
aside to answer my questions. As I mentioned when we last spoke, the interview should take
about an hour, does that still work for you?
Before we get started, I want to remind you about this study, the overview for which was
provided to you in the study information sheet and answer any questions you might have about
participating in this interview. I am a student at USC and am conducting a study on equitable
hiring practices, specifically hiring, and retaining leaders of color. I am particularly interested in
understanding the barriers that currently exist to both hiring and retaining leaders of color, and
what strategies and policies are in place in your district to overcome these barriers. I am talking
to two other superintendents to learn more about this. I am also going to interview individuals
from human resources departments from these same districts. Additionally, I will be conducting
a focus group consisting of 10 site leaders of color to gain insight into their path to leadership
and why they continue their journey.
I want to assure you that I am strictly wearing the hat of researcher today. What this
means is that the nature of my questions is not evaluative. I will not be making any judgments on
how you are running your district. My goal is to understand your perspective.
Before we get started, I would like to ask you have any questions. I have brought a
recorder with me today so that I can accurately capture what you share with me. The recording is
solely for my purposes to best capture your perspectives and will not be shared with anyone
outside the research team. I would also like your permission to quote you directly, understanding
that your identity will remain anonymous. May I have your permission to record our
conversation?
84

Appendix C: Interview Questions for Superintendents and Human Resource Personnel
1. First, tell me about your background in education. (Q: Background)
a. How did you become interested in the field of education?
b. How long have you worked in the field?
c. What roles or positions have you held?

2. When did you become interested in district/school leadership? (Q: Background)
a. Is there a person in your career that encouraged you to pursue a career in
leadership?
b. What was the most challenging barrier you faced in becoming a leader?
c. What would have made your decision to become a leader easier?

3. In your perspective as a leader in the district, describe how diversity, equity and
inclusion initiatives are implemented throughout the system? (Not specifically for
hiring and retention). (CF: Practices, Q: Interpretive)

4. What is the organizational strategy that drives the district’s selection of leaders?

5. What are the leaders' significant knowledge skills and abilities that you look for when
hiring? (CF: Hiring Administration Q: Interpretive)
a. How does your district evaluate non-traditional professional experiences in
the hiring process?

6. What actions have you utilized to retain your most talented leaders? (CF: Strategies,
Q: Practices?

7. What are some barriers that you have encountered when actively seeking candidates
of color?

8. What diversity policies have been implemented successfully at the district level and
how do you measure that success? (CF: Policies Q: Interpretive)

9. What are the 2 to 3 ideas you have that could impact diversity, equity, and inclusion
recruitment? (CF: Strategies Q: Interpretive)

10. What are the 2 to 3 ideas you have that could impact diversity, equity, and inclusion
hiring? (CF: Strategies Q: Interpretive)

11. What are the 2 to 3 ideas you have that could impact diversity, equity, and inclusion
retention? (CF: Strategies Q: Interpretive)

Closing Question:
What other insight would you like to share about our conversation about equitable
recruitment, hiring, and retention practices of leaders of color today that I might not have
covered, if any?
85

Appendix D: Interview Questions for Site High School Principals
1. First, tell me about your background in education. (Q: Background)
a. How did you become interested in the field of education?
b. How long have you worked in the field?
c. What roles or positions have you held?

2. When did you become interested in district/school leadership? (Q: Background)
a. Is there a person in your career that encouraged you to pursue a career in
leadership?
b. What was the most challenging barrier you faced in becoming a leader?
c. What would have made your decision to become a leader easier?

3. Did any direct experience motivate you to go into education? (Q: Background)

4. Did you have a teacher or leader of the same race in your K-12 experience? If yes, did
they have a significant impact on your journey? (Q: Background)

5. In your experience, does your district earnestly work to recruit leaders of color? (CF:
Practices Q: Interpretive)

6. What role does mentorship play in education? Have you been mentored by other
leaders? (CF: Practices, Background, Q Background)

7. What activity and initiatives at the district level has encouraged you to stay for so
long? (CF Practices, Background Q: Background)

8. Does race factor into your educational experience? How has race and ethnicity
effected your professional career regardless of position? (Q: Background)

9. In your experience what barriers have you seen that keep people of color from going
into the education system? Do you have any suggestions to eliminate them? (Q:
Background)

Closing Question:
What other insight would you like to share about our conversation about equitable,
recruitment, hiring, and retention practices of leaders of color today that I might not have
covered, if any?
Closing Comments:
Thank you so much for sharing your thoughts with me today! I appreciate your time and
willingness to share. At this point we have concluded the structured portion of this
interview, however if you have any additional perspective regarding the topic, we have
shared we will be happy to discuss. Everything that you have shared is beneficial for my
study. If I find myself with a follow-up question, can I contact you, and if so, is email,
ok? Again, thank you for participating in my study.

Abstract (if available)

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Why can’t I see myself in my school? Hiring and retaining ethnically diverse leadership in public schools

PDF

Why I can't see myself in school? Hiring and retaining ethnically diverse leadership in public schools

PDF

School disciplined reimagined: centering Black students in discipline policies

PDF

The attributes of effective equity-focused elementary school principals

PDF

Inclusive gender practices in high schools: a study on supports and practical solutions for California administrators

PDF

Culturally responsive principal leadership and its influence on teachers in urban settings.

PDF

Inclusive gender practices in middle schools: a study on supports and practical solutions for California administrators

PDF

An examination into leadership strategies that stop perpetuating the equity gap of historically marginalized students in high schools

PDF

Interconnectedness of cultural responsiveness, retention, and mentorship: understanding the experiences of BIPOC intern educators with BIPOC mentors

PDF

Leading the new generation: principal leadership practices that promote retention of millennial teachers

PDF

Ethnic studies as critical consciousness and humanization

PDF

How principals lead Title I schools to high academic achievements: a case study of transformative leadership

PDF

A phenomenological study of the impact of English language learner support services on students’ identity development

PDF

The positionality and power dynamics of high school math departments

PDF

The role of empathy in curtailing the disproportionate disciplinary actions towards Black students leading to the school-to-prison pipeline in Georgia

PDF

Building leadership capacity from the top: how superintendents empower principals to lead schools

PDF

The impact of the COVID-19 pandemic on K-12 public school districts in southern California: responses of superintendents, assistant superintendents, and principals

PDF

Implementing an equity-based multi-tiered system of support in a large urban school district: the grows and glows

PDF

What can districts do to retain their high school principals?

PDF

Ageism and ingrained stereotypes: a qualitative study of systemic injustices in hiring practices

Asset Metadata

Creator Romero, Michael Raymond (author)

Core Title Equitable hiring practices: “Why can’t I see myself in my school?”: Hiring and retaining ethically diverse leadership in public schools

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership (On Line)

Degree Conferral Date 2023-05

Publication Date 04/27/2023

Defense Date 04/10/2023

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag administrator,bias,critical,implicit,mentorships,OAI-PMH Harvest,pipelines,Race,theory

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Cash, David (committee chair), Franklin, Gregory (committee member), Garcia, John (committee member)

Creator Email michael.romero@lausd.net,romeromr@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113089390

Unique identifier UC113089390

Identifier etd-RomeroMich-11730.pdf (filename)

Legacy Identifier etd-RomeroMich-11730

Document Type Dissertation

Format theses (aat)

Rights Romero, Michael Raymond

Internet Media Type application/pdf

Type texts

Source 20230501-usctheses-batch-1033 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu