''While there are always some exceptional teachers who will produce classroom excellence wherever they may be located, to create an exceptional school, it takes principals who can re-envision the possibilities. They create a counter-narrative to the larger society's story of African American underachievement by writing a new and hopeful story.''
--From the Foreword by Lisa D. Delpit, Florida International University, author of Other People's Children
''Jeffrey Brooks convincingly shows how White privilege and unconscious bias trickles down from administrators to teachers to, ultimately, infect the student body. After reading this important book, one is thoroughly convinced that 'leadership matters' with respect to race and education.''
--Dalton Conley, New York University, author of Honky and Being Black, Living in the Red
''A much-needed empirical analysis of how race and culture function in schools. This book is a must-read for both school leaders and those who prepare them.''
--Sonya Douglass Horsford, University of Nevada, Las Vegas
''Powerful empirical insights on one of the most critical and knotty issues in school leadership today.''
--Joseph F. Murphy, Vanderbilt University
''If we are serious about creating equitable and excellent schools, Brooks' account in Black School White School offers a poignant and important look at these very real issues.''
--George Theoharis, Syracuse University
''Anyone who thought they knew about race and race relations in the schools will find in this volume new content and highly nuanced descriptions not available anywhere else.''
--Fenwick W. English, University of North Carolina at Chapel Hill
How do race and race relations influence leadership practice and the education of students? In this timely and provocative book, the author identifies cultural and unstated norms and beliefs around race and race relations, and explores how these dynamics influence the kind of education students receive. Drawing on findings from extensive observations, interviews, and documents, the author reveals that many decisions that should have been based on pedagogy (or what is best for students) were instead inspired by conscious and unconscious racist assumptions, discrimination, and stereotypes. With applicable implications and lessons for all, this book will help schools and leadership programs to take the next step in addressing longstanding and deeply entrenched inequity and inequality in schools.