@article{bass_2020, title={Black Male Leaders Care Too: An Introduction to Black Masculine Caring in Educational Leadership}, volume={56}, ISSN={["1552-3519"]}, DOI={10.1177/0013161X19840402}, abstractNote={Background: This study addresses the leadership of African American male leaders and their operationalization of the ethic of care in their practice by analyzing the educational leadership of African American men through an ethic of care lens. Purpose: The purpose of this article is to simultaneously remind readers of the importance of caring in schools, while discussing the caring styles of Black males in leadership. Research Design: This study examined the lived experiences of 10 African American male administrators to understand their perceptions of caring leadership. The phenomenon of interest was investigated using qualitative, exploratory study methodology to facilitate the collection of rich data that tells the stories of the participants. The themes discovered during the focus group were used during the one-on-one interviews to probe deeper into the issues and evaluate the consistency of the themes. Striking similarities that fit logically into themes emerged in the data from the focus group and the individual interviews. Findings: The themes that emerged from this study did not support the stereotype so often set forth regarding Black male leadership. The major emergent themes were: Black male leaders cared and liked being associated with caring, they felt they had to mask their caring nature because of societal expectations, they view themselves as father figures, they strongly identify and connect with a sense of spirituality, they believe that action must follow caring, and they practice “rough love” as care. Conclusion: The core foundational principles of Black Masculine Caring include a framework that acknowledges Black men have the capacity to care, and often care deeply. Black men’s capacity to care depends on their prior experience as Black men. The caring exhibited by Black men is influenced by their culture, and caring demonstrated by Black men is often misunderstood or misinterpreted.}, number={3}, journal={EDUCATIONAL ADMINISTRATION QUARTERLY}, author={Bass, Lisa R.}, year={2020}, month={Aug}, pages={353–395} }
 @article{bass_2019, title={Caring for high school students in transcultural spaces: accessing student voice}, volume={22}, ISSN={["1464-5092"]}, DOI={10.1080/13603124.2018.1481530}, abstractNote={Abstract This qualitative study explores the perspectives of 52 high school students on the meaning of caring in the school setting. Seven focus groups were utilized to collect data. Five groups were racially homogeneous and mixed-gender; one group comprised males of various races; and one group comprised females of various races. In the focus groups, participants were invited to discuss their experiences and perceptions related to teachers’ caring. Open coding and axial coding of focus group transcripts revealed that caring is extremely important to students for a variety of reasons. Student voice was used to ascribe meaning to the ethic of care from the student perspective. Four themes emerged in how students make meaning of teacher caring: caring means valuing students’ individuality, giving extra academic support as needed, providing engaging instruction and treating all students fairly. Each theme was undergirded by relationship building. Students discussed the importance of relationships throughout the focus groups.}, number={4}, journal={INTERNATIONAL JOURNAL OF LEADERSHIP IN EDUCATION}, author={Bass, Lisa}, year={2019}, pages={421–438} }
 @book{bass_frick_young_2018, place={New York}, title={Developing Ethical Principles for School Leadership}, ISBN={9781315688237}, url={http://dx.doi.org/10.4324/9781315688237}, DOI={10.4324/9781315688237}, publisher={Routledge}, year={2018}, month={Mar} }
 @article{bass_2015, title={A Sociopolitical Eclipse: The Surrendering of Two Super Systems to Promote Equity in U.S. Education}, volume={90}, ISSN={0161-956X 1532-7930}, url={http://dx.doi.org/10.1080/0161956X.2015.1087781}, DOI={10.1080/0161956X.2015.1087781}, abstractNote={In this analysis, I argue that inequitable social and educational policies and practices hinder equity in the U.S. educational system. I challenge and critique the status quo, and the nation's current efforts toward educational equity. I then propose a radical shift in educational policy – a surrendering of social and political systems for the purpose of promoting equitable schooling conditions.}, number={5}, journal={Peabody Journal of Education}, publisher={Informa UK Limited}, author={Bass, Lisa}, year={2015}, month={Oct}, pages={711–728} }
 @article{fusarelli_bass_2015, title={The Politics of Inequality, Social Policy, and Educational Change}, volume={90}, ISSN={0161-956X 1532-7930}, url={http://dx.doi.org/10.1080/0161956X.2015.1087762}, DOI={10.1080/0161956X.2015.1087762}, abstractNote={This issue of the Peabody Journal of Education is dedicated to exploring “The Politics of Inequality, Social Policy, and Educational Change.” Concerns about the poor quality of public education in the United States have brought about a dizzying (and sometimes confusing) array of educational reforms, including higher standards, accountability, high-stakes testing, Common Core, No Child Left Behind, merit pay, revisions to teacher tenure rules, and school choice, among others (Cross, 2004). These reforms have been controversial and have reaped marginal degrees of success, as discussed below. Changes brought about by reform have subsequently produced some profound shifts in power relationships among stakeholders, particularly increasing state and federal control over education (Fusarelli & Cooper, 2009; Fusarelli & Fusarelli, 2015). Even Hollywood is getting into the act, with releases such as Waiting for “Superman,” which profiles the angst of a handful of students and their families as they try to get their children out of failing public schools, and Race to Nowhere, which looks at the overwhelming stress placed on students, parents, and school staff created by high-stakes testing and accountability systems (DeBray, 2006). However, despite decades of reform, school performance and educational attainment on most international indices (PISA, TIMMS, etc.) remains flat (OECD, 2011). In fact, the United States does not fare well in international comparisons of academic achievement (Sahlberg, 2011), falling near the bottom in many academic ranking categories (UNICEF, 2007). One implication is that many of the educational reforms promulgated in the past three decades, which have been touted as magic bullets to save public education, are incomplete insofar as they fail to adequately address the broader social context within which students live, learn, and increasingly work (Berliner, 2005, 2009; Fusarelli, 2011; Ladd, 2011). It is no coincidence that the United States also fares poorly on international assessments of child well-being, ranking near the bottom on indices such as material well-being, child health and safety, educational well-being, and family and peer relationships (UNICEF, 2007). This issue focuses on the politics of inequality, social policy, and educational change and contains a cross-cutting look at recent trends in child welfare, social policy, and educational attainment in the United States and abroad. In addition, it examines inequality in both the K–12 and higher education realms, because inequalities in K–12 education directly impact and influence inequalities in higher education.}, number={5}, journal={Peabody Journal of Education}, publisher={Informa UK Limited}, author={Fusarelli, Lance D. and Bass, Lisa}, year={2015}, month={Oct}, pages={597–600} }
 @article{bass_2014, title={Boarding Schools and Capital Benefits: Implications for Urban School Reform}, volume={107}, ISSN={["1940-0675"]}, DOI={10.1080/00220671.2012.753855}, abstractNote={ABSTRACT The author discusses the boarding school model as a schooling alternative to improve life chances for disadvantaged youth, particularly African American youth, by positively meeting their social and educational needs. Bourdieu, Coleman, and other social scientists purported that these needs can be better met by exposing students to social and cultural capital. In this qualitative study, the environment of a boarding school is studied to determine to what extent they increase students’ exposure to social, cultural, and education capital (Bourdieu, 1977, 1993, 1996). Findings indicate that the boarding school model is successful at increasing students’ exposure to social, cultural, and education capital. Implications include implementing successful practices from boarding schools into traditional day schools.}, number={1}, journal={JOURNAL OF EDUCATIONAL RESEARCH}, author={Bass, Lisa R.}, year={2014}, month={Jan}, pages={16–35} }
 @book{bass_faircloth_vargas_wahnee_waukau_2013, title={Building bridges from high poverty communities, to schools, to productive citizenship: A holistic approach to addressing poverty through exceptional educational leadership}, DOI={10.3726/978-1-4539-1109-9}, publisher={New York: Peter Lang}, author={Bass, L. and Faircloth, S. C. and Vargas, J. G. and Wahnee, R. and Waukau, W.}, year={2013} }
 @article{bass_2012, title={When care trumps justice: the operationalization of Black feminist caring in educational leadership}, volume={25}, ISSN={0951-8398 1366-5898}, url={http://dx.doi.org/10.1080/09518398.2011.647721}, DOI={10.1080/09518398.2011.647721}, abstractNote={In this study, I discuss the benefits of Black feminist caring (BFC) in educational leadership. I suggest that the ethic of care in educational leadership is a manifestation of strength when serving disadvantaged student populations. This article is based on a qualitative, exploratory, multicase study that examines the ethic of care in the leadership of five African-American women serving in various capacities of educational leadership. This study employs a BFC framework because the women in this study were selected because of their reputation for caring and addresses the following guiding question: how do the African-American women educational leaders in this study operationalize caring? Findings in this study indicate that caring African-American women educational leaders display the characteristics of BFC. Their experience of marginalization stirs empathy and encourages them toward an activist leadership style. As such, they are compelled to act as other mothers and activist risk-takers in their roles as educational leaders.}, number={1}, journal={International Journal of Qualitative Studies in Education}, publisher={Informa UK Limited}, author={Bass, Lisa}, year={2012}, month={Feb}, pages={73–87} }