Professional Documents
Culture Documents
Patricia Hoffman-Miller
Prairie View A&M University
ABSTRACT
62
63 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL__________
Methodology
Participants
American males; three White males; five White females; and, one
Hispanic female. Data regarding administrator age, level of education
and years of experience were not a part of the analysis.
Procedures
Design
Results
than for White and Hispanic principals, with a duration of three days
as a preferential choice. Students assigned to out of school suspension
by African American principals received higher suspension rates in the
three, five and ten-day suspension category, irrespective of student
race and gender.
Table 2
Table 3
Table 4
Suspension Codes
Principal Race 101 104 106 206 207 208 301 303 501
African American 111 053 144 281 185 074 867 000 223
White 123 030 010 162 257 188 659 012 120
Hispanic 017 005 006 008 104 001 071 000 084
Discussion
control?
(3) Are African American principals disenfranchised from
children residing in poor communities because of
income, class and culture?
(4) Are African American principals more concerned with
the resiliency of children, in preparation for adult
challenges?
(5) Is Maslow’s Hierarchy of Needs, particularly those
needs associated with affiliation and security, more
pronounced in African American principals?
(6) Do African American and female principals receive less
respect from predominantly poor and minority
children?
(7) Is acquiescence or fear a factor for White principals
when assigning suspensions to predominantly poor and
minority children?
(8) Does the lack of suspensions by White principals
represent tolerance or other more pervasive cultural
issues?
(9) Are female principals less tolerant of student
misbehavior than male principals? If this is the case,
then why?
Concluding Remarks
REFERENCES