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Urban Principals: A Critical Perspective on the Context of Minority Student Outcomes.

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Bibliographic Details
Title: Urban Principals: A Critical Perspective on the Context of Minority Student Outcomes.
Language: English
Authors: Reyes, Pedro, Capper, Colleen
Peer Reviewed: N
Page Count: 50
Publication Date: 1990
Document Type: Reports - Research
Descriptors: Administrator Attitudes, Dropout Prevention, Educational Environment, High Risk Students, Influences, Interviews, Minority Group Children, Outcomes of Education, Potential Dropouts, Principals, Secondary Education, State Surveys, Student Attitudes, Urban Education, Urban Schools
Geographic Terms: U.S.; Wisconsin
Abstract: The study explores how urban school principals perceive the problem of and solutions to student dropouts, and how these perceptions relate to student outcomes. Using the model of Bossert and his colleagues as a preliminary framework, the study analyzes principal interviews and demographic and questionnaire data. In addition, student outcome data focus on student attitudes and student achievement. Schools in the following areas are studied: (1) Chicago (Illinois); (2) Miami (Florida); (3) Newark (New Jersey); (4) San Antonio (Texas); and (5) Milwaukee (Wisconsin). The findings for each of eight schools are presented separately, and then findings are discussed based on a cross-site analysis. Findings indicate that the context of issues mitigating against student retention range from within the school to placing blame on the student, family, and community. However, the attitudes and achievement levels of students seem to be unrelated to how the principal perceives the context of the student dropout problem. All the principals cite programs and strategies related specifically to school climate, and yet none of them addresses the issue of racial prejudice. None of the principals considers the cultural relevance of the curriculum when they place the context of the dropout problem within the school. The findings of this study imply that if principals care about the educational success of racially diverse students, they must begin to dismantle the unequal power relations inherent in the interactions within the school and with the community. Two figures are included, along with a list of 42 references. (JS)
Journal Code: RIENOV1990
Entry Date: 1990
Accession Number: ED320995
Database: ERIC
Description
Abstract:The study explores how urban school principals perceive the problem of and solutions to student dropouts, and how these perceptions relate to student outcomes. Using the model of Bossert and his colleagues as a preliminary framework, the study analyzes principal interviews and demographic and questionnaire data. In addition, student outcome data focus on student attitudes and student achievement. Schools in the following areas are studied: (1) Chicago (Illinois); (2) Miami (Florida); (3) Newark (New Jersey); (4) San Antonio (Texas); and (5) Milwaukee (Wisconsin). The findings for each of eight schools are presented separately, and then findings are discussed based on a cross-site analysis. Findings indicate that the context of issues mitigating against student retention range from within the school to placing blame on the student, family, and community. However, the attitudes and achievement levels of students seem to be unrelated to how the principal perceives the context of the student dropout problem. All the principals cite programs and strategies related specifically to school climate, and yet none of them addresses the issue of racial prejudice. None of the principals considers the cultural relevance of the curriculum when they place the context of the dropout problem within the school. The findings of this study imply that if principals care about the educational success of racially diverse students, they must begin to dismantle the unequal power relations inherent in the interactions within the school and with the community. Two figures are included, along with a list of 42 references. (JS)