General Research: Antiracism in Policy, Planning and Leadership in Urban Education. Specific Focus Areas: Antiracist Practices in PreK-12 Urban School Settings. The African American Superintendency and Dismantling Systemic Racism in Education.
Through my practical experiences in education, I have advocated on behalf of African American students through the implementation of equitable educational practices; development of antiracist policies; adoption of a strategic plan focused on racial equity; alternative discipline through restorative practices; and intentional recruitment for teachers of color. As I transition into higher education, I would like to continue my research on Antiracism in Policy, Planning and Leadership in Urban Education. Specifically, I would like to focus my research on the following two areas: Antiracist Practices in PreK-12 Urban School Settings; and African American Superintendents and the Implications for Dismantling Systemic Racism in Education.
African American students continue to be one of the most marginalized student populations in urban school systems across America. It is an unfathomable reality that disparities for BIPOC students continue to persist in academics, discipline, social-emotional learning, and college preparatory pathways. Race is a social construct that was created to make the White race superior to all other races. Historically, non-White students especially African American students have been underserved due to the systemic racism that continues to be prevalent in American education. Antiracism must be intentional and is the only option to change the racial narrative for African American students.
One of my research areas will focus on best practices for antiracist education in PreK-12 urban school settings. Most recently, I have co-authored a book, Getting Into Good Trouble at School: A Guide to Building An Antiracist School System, that provides the context, empowerment, and concrete actions needed to dismantle racist policies and practices that for centuries have kept students of color from experiencing educational engagement, opportunities and success as their White counterparts. I have also published in EdWeek and written several OpEds in local and national newspapers on this topic. My original literary works will be expanded through my research with a plan to publish in literary journals such as the Journal of Negro Education, Negro Educational Review Journal, The Black Scholar, and The Journal of African American Males.
Research shows that African American students benefit from having an African American educator during their academic journey. An African American superintendent can have a profound impact on the education of African American students through their influence on policy development, educational practices, and strategic planning. The African American superintendent continues to be underrepresented in school systems across America and there is limited research on the benefits of African American superintendents leading urban school systems in America. Furthermore, African American superintendents have dealt with more severe implications for attempting to dismantle systemic racism in education.
Another area of focus for my research will be on the African American superintendent and the challenges faced by advocating for antiracism in school systems across America. As an African American superintendent for 10 years, I have experienced the good, the bad and the ugly with dismantling systemic racism in education. Through firsthand experience, I have witnessed a double standard for African American superintendents and their White counterparts who are striving to lead antiracist school systems. My research using a historical qualitative research approach will focus on African American superintendents who are focused on antiracism and their experiences with politics, school boards, White women opposition, and liberal racists. I am currently working on a journal article co-authored with a Howard University Assistant Professor that will highlight a comparative analysis of Dr. Hugh Scott’s 1980 research from his book, The Black Superintendent: Messiah or Scapegoat?, in comparison to the experiences of African American superintendents in 2023.
In conclusion, working as an Assistant/Associate Professor at Howard University’s School of Education will afford me the honor and privilege to research, teach, learn, lead and engage in discourse with like minded educational experts whom many happen to look like me or share the same core values. I have been fortunate to work with exceptional educators throughout my career who helped to mold me into the educational leader, educator, author, and diversity, equity, inclusion and antiracism (DEIA) advocate that I am today. It is my moral responsibility and destiny to use all that I have been given throughout my educational career to pass on to the next generation of African American and other educational leaders. My vision, integrity and passion will continue to be my guiding light as we change the racial narrative for African American students across the Nation through teaching, learning, leadership, and policy development while unapologetically dismantling system racism in education.