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An African American Male Principal's Experience of Being a Flexible Leader While Balancing Authenticity and Diplomacy

An African American Male Principal's Experience of Being a Flexible Leader While Balancing Authenticity and Diplomacy

Hervey Taylor III
Copyright: © 2024 |Pages: 24
ISBN13: 9798369310090|ISBN13 Softcover: 9798369347508|EISBN13: 9798369310106
DOI: 10.4018/979-8-3693-1009-0.ch012
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MLA

Taylor III, Hervey. "An African American Male Principal's Experience of Being a Flexible Leader While Balancing Authenticity and Diplomacy." Pursuing Equity and Success for Marginalized Educational Leaders, edited by LeAnne C. Salazar Montoya and Christopher Bonn, IGI Global, 2024, pp. 210-233. https://doi.org/10.4018/979-8-3693-1009-0.ch012

APA

Taylor III, H. (2024). An African American Male Principal's Experience of Being a Flexible Leader While Balancing Authenticity and Diplomacy. In L. Salazar Montoya & C. Bonn (Eds.), Pursuing Equity and Success for Marginalized Educational Leaders (pp. 210-233). IGI Global. https://doi.org/10.4018/979-8-3693-1009-0.ch012

Chicago

Taylor III, Hervey. "An African American Male Principal's Experience of Being a Flexible Leader While Balancing Authenticity and Diplomacy." In Pursuing Equity and Success for Marginalized Educational Leaders, edited by LeAnne C. Salazar Montoya and Christopher Bonn, 210-233. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/979-8-3693-1009-0.ch012

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Abstract

Without the ability to regularly interact with peers who look like them and come from similar backgrounds, it is very difficult for school principals of color (SPOC) and African American male principals (AAMP) to successfully lead a school. Some white school administrators may periodically offer to assist or mentor SPOC and AAMP through certain administrative experiences. However, because of cultural background differences, they may not be able to address the unique needs of SPOC and AAMP. That disparity can be addressed by an experienced SPOC or AAMP who speaks the same language and has traveled a similar educational pathway successfully. In this chapter the author focuses on sharing experiences as an African American school principal through the lens of authenticity and diplomacy. Since SPOCs have challenges to becoming and remaining school leaders and African American principals face an even greater challenge in this area, the author strives to enhance their administrative leadership experience and practice, by sharing his story.

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