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Life, learning, and legacy: retired Black educators and the quest for education

  • Floyd D. Beachum

    Floyd D. Beachum, Ed.D. is the Bennett Professor of Urban School Leadership at Lehigh University. He was the Program Director for Educational Leadership in the College of Education for over 10 years. He received his doctorate in Leadership Studies from Bowling Green State University with an emphasis in Educational Administration. His research interests are urban school leadership, moral and ethical leadership, and equity issues in K–12 schools. Dr. Beachum has authored several peer-reviewed articles on these topics in various journals. In addition, his most recent books include Educational Leadership and Music: Lessons for Tomorrow’s School Leaders (2017), Improving Educational Outcomes of Vulnerable Children (2018), and his most recent book: School Leadership in a Diverse Society: Helping Schools prepare all Students for Success (2nd ed.) (2021).

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    , Tashina Khabbaz

    Tashina Khabbaz completed doctoral studies at Lehigh University in the Educational Leadership Program. Khabbaz works with an anti-trafficking organization called VAST (Valley Against Sex Trafficking) as their Researcher and Educational Specialist. Her research interests target multicultural education, social justice inequities, and the role that the K–12 sector plays in identifying and reporting youth at risk of commercial sexual exploitation.

    und Kadia Hylton-Fraser

    Kadia Hylton-Fraser is a Fulbright and UCEA Jackson Scholar from Jamaica. She completed doctoral studies at Lehigh University in the Educational Leadership Program. Kadia’s research interests include educational leadership, principal preparation, educational equity, and social justice leadership.

Veröffentlicht/Copyright: 27. September 2022
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Abstract

Students from culturally and linguistically diverse (CLD) backgrounds face negative perceptions about their academic potential (Smith, C. A. (2005). School factors that contribute to the underachievement of students of color and what culturally competent school leaders can do. Educational Leadership and Administration: Teaching and Program Development, 17, 21–32). They are more often tracked into special education classes, and receive harsher punishments than their White peers (Shores, K., Kim, H. E., & Still, M. (2020). Categorical inequalities between Black and White students are common in US schools—but they don’t have to be. Brookings Center Chalkboard. https://www.brookings.edu/blog/brown-center-chalkboard/2020/02/21/categorical-inequalities-between-black-and-white-students-are-common-in-us-schools-but-they-dont-have-to-be/). Further, changing student demographics across the United States makes it imperative that students’ experiences within the classroom are positive, affirming, and reflective of their cultures and realities (Ladson-Billings, G. (2021). I’m here for the hard re-set: Post pandemic pedagogy to preserve our culture. Equity & Excellence in Education, 54(1), 68–78). While research in education has focused on the various teaching and leadership experiences of CLD educators, there are only a few which have specifically explored those of Black educators who taught in the era after the Great Migration. Unearthing such stories would be instructive for informing and improving current pedagogical practices for Blacks and other CLD students. Further, centering Black educators’ narratives is a way to disrupt the pervasive hegemonic narratives that typically focus on the experiences of White educators. Consequently, this small-scale study sought, through qualitative inquiry, to explore the perspectives of Black educational leaders and educators who attended segregated schools and then taught in more integrated settings after the Great Migration. Data collected through semi-structured interviews revealed three main themes: boundaries, community, and enhanced education. Importantly, the findings also revealed that as these Black educators shared their teaching and leadership experiences after migrating, they somehow could not escape the physical or psychological burden associated with being Black. The study has implications for how current educators interface with Black and CLD students to help them navigate a system that is still marked by anti-Black racism.


Corresponding author: Floyd D. Beachum, Lehigh University, Bethlehem, USA, E-mail:

About the authors

Floyd D. Beachum

Floyd D. Beachum, Ed.D. is the Bennett Professor of Urban School Leadership at Lehigh University. He was the Program Director for Educational Leadership in the College of Education for over 10 years. He received his doctorate in Leadership Studies from Bowling Green State University with an emphasis in Educational Administration. His research interests are urban school leadership, moral and ethical leadership, and equity issues in K–12 schools. Dr. Beachum has authored several peer-reviewed articles on these topics in various journals. In addition, his most recent books include Educational Leadership and Music: Lessons for Tomorrow’s School Leaders (2017), Improving Educational Outcomes of Vulnerable Children (2018), and his most recent book: School Leadership in a Diverse Society: Helping Schools prepare all Students for Success (2nd ed.) (2021).

Tashina Khabbaz

Tashina Khabbaz completed doctoral studies at Lehigh University in the Educational Leadership Program. Khabbaz works with an anti-trafficking organization called VAST (Valley Against Sex Trafficking) as their Researcher and Educational Specialist. Her research interests target multicultural education, social justice inequities, and the role that the K–12 sector plays in identifying and reporting youth at risk of commercial sexual exploitation.

Kadia Hylton-Fraser

Kadia Hylton-Fraser is a Fulbright and UCEA Jackson Scholar from Jamaica. She completed doctoral studies at Lehigh University in the Educational Leadership Program. Kadia’s research interests include educational leadership, principal preparation, educational equity, and social justice leadership.

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Received: 2022-08-17
Accepted: 2022-08-30
Published Online: 2022-09-27

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Heruntergeladen am 26.9.2025 von https://www.degruyterbrill.com/document/doi/10.1515/mlt-2022-0017/html
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