A Critical Race Theory-Informed Critique of Principal Preparation Capacity and Pipeline Diversification

• In Event: Marriott Roundtable Session 17
  In Roundtable Session: Intersectional Perspective Using Critical Race Theory

Abstract

Demographic trends among educators are out of balance with trends among the general population, and this imbalance has serious implications for schools and for universities that prepare educators. Using a Critical Race Theory (CRT) lens to understand choices in leadership development, we examined principal preparation programs within the U.S. that have contributed to undermining these demographic imbalances. We then share data on program demographics and production, which provides insight into a variety of program attributes and indicators of capacity, including recruitment, enrollment, and placement; program culture; partnerships; modes of program delivery; and institutional characteristics. By cataloguing and understanding these programs through a CRT lens, we can better serve preparation programs looking to grow the pipeline of leaders of Color.

Authors

• Davis Clement, Eastern Michigan University

• Margaret Thornton, Princeton University