An Investigation of Affirmative Action Policies and Practices of Recruiting, Hiring, Mentoring and Retention of African American Teachers and Administrators
The purpose of this study was to investigate the affirmative action policies and practices of recruiting, hiring, mentoring and retention of African American teachers and administrators throughout the State of Illinois. Since public elementary and secondary school systems provide numerous and varied jobs in virtually every community in the nation, it is assumed that if a quality education is to be attained, students must be exposed to the variety of cultural perspectives that represent the nation at large (American Association of Colleges of Teacher Education,
Selected Black Female Superintendents of Public School Systems.
What are your goals for the last twenty-five years of your working life? If you are a Black woman in the field of education, you might think, "I would like to be a superintendent of schools." A noble goal! It would be a difficult quest, but not impossible. Women constitute a majority of the teachers in American schools. Unfortunately, though, they do not occupy many of the decisionmaking administrative positions in education. Traditionally, most school administrators have been men. Despite affirmative action programs in the past decade, there has been very little change in the status quo. If any change has occurred it has been on the side of fewer women in administrative positions, due to budget cuts and decreasing enrollments. Therefore, most top level school administrative posts are still held by men. Of growing concern, however, are the inequalities in job acquisition associated with sex. Likewise, racism has victimized Black women in education by denying them a chance to advance to high level positions. The promise of affirmative action has not been realized in eliminating racial or gender discrimination. Nevertheless, in spite of the fact that these two factors, sexism and racism, have prevailed, a few highly qualified Black women have flung off this double discrimination and made distinct contributions to education in positions beyond that of the principalship. In the mid 1970s, three competent
Iustitia Dei: A History of the Christian Doctrine of Justification
Preface Acknowledgements 1. Prolegomena 2. The fountainhead: Augustine of Hippo 3. The development of the doctrine in the medieval period 4. The medieval schools of thought on justification 5. The transition from the medieval to the modern period 6. The development of the doctrine in the Reformation period 7. The Tridentine decree of justification 8. The legacy of the English Reformation 9. The modern period Appendix: a glossary of medieval soteriological terms Abbreviations Notes Bibliography Index.