The authors provide teachers and school leaders concrete suggestions to address workplace relationships; to respond to intergroup conflict; to create positive exchanges among different ethnic groups of teachers; and to create a strategic process to address diversity issues.
The authors provide teachers and school leaders concrete suggestions to address workplace relationships; to respond to intergroup conflict; to create positive exchanges among different ethnic groups of teachers; and to create a strategic process to address diversity issues.
Jean A. Madsen is Associate Professor, Educational Administration and Human Resource Development, Texas A&M University. Reitumetse Obakeng Mabokela is Assistant Professor, Department of Educational Administration, Michigan State University.
Inhaltsangabe
Foreword by William Harvey Acknowledgments Part I: Workplace relationships and intergroup differences Chapter 1 Performance pressures and automatic notice Chapter 2 Intergroup differences and group boundaries: Implications for inclusive schools Chapter 3 Role entrapment and the glass ceiling Part II: Leadership challenges in a diverse workplace: Understanding intergroup differences to create inclusive schools Chapter 4 Principals' perceptions of intergroup conflict: Implications for creating inclusive schools Chapter 5 African American leaders' perceptions of intergroup conflict Chapter 6 Diversity Self-Efficacy: Concluding thoughts Part III: Leadership Using a Strategic Process Chapter 7 Leadership in diverse contexts: Towards a theoretical framework Chapter 8 Strategic Process to Develop Diversity Plans for Schools Appendices References
Foreword by William Harvey Acknowledgments Part I: Workplace relationships and intergroup differences Chapter 1 Performance pressures and automatic notice Chapter 2 Intergroup differences and group boundaries: Implications for inclusive schools Chapter 3 Role entrapment and the glass ceiling Part II: Leadership challenges in a diverse workplace: Understanding intergroup differences to create inclusive schools Chapter 4 Principals' perceptions of intergroup conflict: Implications for creating inclusive schools Chapter 5 African American leaders' perceptions of intergroup conflict Chapter 6 Diversity Self-Efficacy: Concluding thoughts Part III: Leadership Using a Strategic Process Chapter 7 Leadership in diverse contexts: Towards a theoretical framework Chapter 8 Strategic Process to Develop Diversity Plans for Schools Appendices References
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