African-American Principals

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Abstract
In this article, the author looks at a subset of the data from a study that focused on teachers' responses to a curriculum innovation and conduct an analysis of it that illustrates the differences that distinguish the bureaucrat/administrator role from the ethno-humanist role as two African-American principals describe how they go about their work. These differences represent a focus on the goals of schooling and on the goals of education. The author found that the principals often moved back and forth between these two identities. They were rarely focusing only on the bureaucrat/administrator role or only on the ethno-humanist role. This overlap of roles, and the tensions between them are reflected throughout the interview transcripts.