POLICIES, POLITICS, AND PROTESTS: BLACK EDUCATORS AND THE SHIFTING LANDSCAPE OF PHILADELPHIA’S SCHOOL REFORMS, 1967-2007 A Dissertation Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY OF EDUCATION by Camika Royal May 2012 Examining Committee Members: Dr. James Earl Davis, Chair Dr. Wanda Brooks, Committee Member Dr. William Cutler, Committee Member Dr. Portia Hunt, External Reviewer Dr. Gloria Ladson-Billings, External Reviewer, University of Wisconsin i © by Camika Royal 2012 All Rights Reserved ii Abstract This research examines Black educators’ professional experiences in the School District of Philadelphia (SDP) over forty years, through six superintendents and a state takeover. Using critical race theory, this research uncovers how Black educators’ perceptions of SDP, based on district leadership, combined with their interpretations of the historical, social, and political contexts, influenced how they defined their professional situations, interpreted the culture of the District, and how they performed their roles. A phenomenological, historical ethnography approach is employed to investigate person to institution interactions interpreted through the historical record and educators’ narratives. This research explores power relations and disjuncture between the goals, assumptions, and rhetoric of the School District of Philadelphia as expressed through its policies, politics, and practices, juxtaposed against the narratives of Black educators. This research found that SDP is peculiar, particular, unforgiving, and deeply politically entrenched. Its politics are complicated by issues of race and insider-outsider tensions and are compounded by state politics and the national political landscape. The politics within SDP were also influenced by the interpretation of the contemporary political narrative by the superintendent and his or her epistemological beliefs and ontological bent within that narrative. iii For four Black women educators My elders— Barbara Thomas Royal September 3, 1940 – June 29, 2005 Luberta Jean Davis Teagle July 22, 1931 – June 10, 2009 My friends— Maya Buseman-Williams September 30, 1977 – June 28, 2003 Tonya Latreasha Northington June 15, 1977 – July 11, 2009 iv Acknowledgements Thank you to the following people for your love, support, and encouragement: My Savior, Hero, Champion, Cheerleader, the Author of my faith, the Finisher of my dissertation, and the Lifter of my head, Jesus Christ My family: Gene and Cassandra Royal, Genyne Royal, and Thelma Osborne My church family: The Church of Christian Compassion My Temple family: Dr. Kelli Mickens, and soon-to-be Drs. Lorraine Savage, Erin Morales-Williams, Angela Campbell, and Sabriya Jubilee Dr. Marcus D. Hunter for his guidance Dr. Ed Brockenborough for the list of references To my committee for your patience with me: Drs. James Earl Davis, Wanda Brooks, Bill Cutler, Gloria Ladson-Billings, and Portia Hunt Dr. Theresa Perry for her energy and believing in me and the importance of this work very early on Dr. Adrienne Dixson for being the big sister scholar, TFA alum, and critical race theorist I needed in my life Professor Derrick Bell for his pioneering work on critical race theory Vonda Stafford Brown for believing in the possibilities from the beginning Dr. Marc Lamont Hill for being my friend Ms. Marcia Whitaker for everything v Table of Contents Abstract .............................................................................................................................................................. iii Dedication .......................................................................................................................................................... iv Acknowledgments.............................................................................................................................................. v List of Figures ................................................................................................................................................... vii Abbreviations .................................................................................................................................................. viii Glossary ............................................................................................................................................................. vii CHAPTER 1: INTRODUCTION ............................................................................................................. 1 The Problem ................................................................................................................................................... 1 Research Purpose ........................................................................................................................................... 6 Theoretical Considerations ........................................................................................................................... 7 Methodological Approach ............................................................................................................................ 9 Research Questions ..................................................................................................................................... 12 Research Significance .................................................................................................................................. 12 The Argument / Findings .......................................................................................................................... 14 CHAPTER 2: REVIEW OF BACKGROUND AND CONTEXTUAL LITERATURE ........ 16 Introduction .................................................................................................................................................. 16 Black Education Struggles .......................................................................................................................... 17 Brown and Desegregation ............................................................................................................................ 23 Modern Urban Schools ............................................................................................................................... 29 Modern Urban Education Reform ............................................................................................................ 32 Black Public School Education in Philadelphia ...................................................................................... 35 Educators’ Professional Experiences ........................................................................................................ 38 Black Educators’ Experiences and Identities ........................................................................................... 43 Summary and Analysis ................................................................................................................................ 46 CHAPTER 3: THEORY AND METHODS ........................................................................................ 52 Theoretical Approaches .............................................................................................................................. 52 Introduction ........................................................................................................................................ 52 Origins of Critical Race Theory ....................................................................................................... 52 Narrative Identity Theory ................................................................................................................. 56 Critical Race Theory in Education ................................................................................................... 57 The Role of Critical Race Theory in This Study ............................................................................ 58 Methodological Approaches and Considerations ................................................................................... 61 Introduction ........................................................................................................................................ 61 Site and Sample Selection .................................................................................................................. 65 Data Sources ....................................................................................................................................... 66 Interviews ............................................................................................................................................ 72 CHAPTER 4: HISTORICAL ANALYSIS ............................................................................................ 79 Black Educators’ Reflections on the School District of Philadelphia and Its vi Superintendents, 1967-2007 ....................................................................................................................... 79 Introduction ........................................................................................................................................ 79 Mark Shedd, 1967-1971 ..................................................................................................................... 85 Matthew Constanzo and Michael Marcase, 1972-1982 ................................................................ 93 Constance Clayton, 1982-1993