Abstract
Purpose. The first purpose of this study was to identify and describe the perceived internal barriers (obstacles that can be overcome by individual changes) and external barriers (obstacles which require social and institutional changes) that Chinese American principals in selected California counties faced in advancing from the position of classroom teacher to school principal. The second purpose was to identify the specific strategies the principals used to overcome these perceived barriers. Methodology. A descriptive ex post facto study was conducted with sixty Chinese American principals who were identified through the California Public School Directory (California Department of Education 1997) and from referrals suggested by other Chinese American principals. Qualitative analyses were used to examine the data from interviews. Data from mailed surveys were used to conduct a quantitative analysis using mean scores and frequencies. Findings. The majority of Chinese American principals in this study experienced very few internal and external barriers. At least three-fifths of both male and female principals indicated that they had to overcome the internal barrier of feeling that they did not have the power to make changes in their organizations. Three-fourths of the male and slightly more than half of the female principals reported that stereotypes about Asians as nonassertive individuals was an external barrier they had to overcome. Ten of the sixteen strategies mentioned in the literature were useful to Chinese American principals in overcoming internal and external barriers. Almost all of the female and male principals reported that seeking out professional growth training was a useful strategy. Conclusions. Aspiring Chinese American administrators did not find that their Chinese cultural values and traditions were barriers to their selection as a principal. Stereotypes about Chinese American administrators still exist. Chinese American principals used networking to become more visible and gain the support of others. Recommendations. That this study be replicated with: (1) a larger sample of Chinese American principals throughout the United States, and (2) a sample of Chinese American teachers to determine if the internal and external barriers identified in this study are similar.