The Distribution of Race Among Head Principals Across Varying School Contexts: Understanding Principal and Student Racial Congruence

• In Event: Roundtable Session 23
  In Roundtable Session: Inequality and the Racialization of Education

Abstract

The purpose of our study is to quantitatively explore the racial congruence (or dissonance) between students and school administrators in Texas and how the degree of congruence might differ across varying school contexts. Additionally, our study seeks to problematize how institutional structures and race contribute to how principals select or are selected in schools across Texas. Findings show that educators of color tended to reside in positions lower in the district hierarchy of leadership, that principal race varies greatly across school contexts, and that increasing proportions of White students has the strongest predictive power of principal race. Furthermore, our research sets the table for pursuit of the broader questions about the relevance and importance of racial congruence.

Authors

• Amy Patterson Lippa, The University of Texas - Austin

• Bradley W. Davis, The University of Texas at Arlington

• Christian Bell, Austin Independent School District

• Meghan Dwyer Lehr, The University of Texas - Austin