Date of Award

2018

Document Type

Doctoral Paper

Degree Name

Ed.D.

Keywords

Culturally responsive school leadership, Equity, Transformative leadership

Department

Educational Administration and Policy Studies

First Advisor

Kristina Hesbol, Ph.D.

Second Advisor

Ellen Miller-Brown, Ph.D.

Third Advisor

Floyd Cobb, Ph.D.

Abstract

This summary presents the findings of professional research conducted over one year by a doctoral student teaching in an urban school district. The purpose of this descriptive case study was to critically examine the culturally responsive ways in which secondary school leaders challenge social injustices and systemic oppressive educational leadership practices that adversely affect student outcomes (Briscoe & Khalifa, 2013; Brown, 2006; Green & Dantley, 2013; Theoharis, 2010). The study was guided by the theoretical framework of Critical Race Theory and the conceptual framework of Culturally Responsive School Leadership (CRSL). The significance of this study was demonstrated through the continuous need for dialogue, transformative leadership, research and practice in the area of socially just leadership practices, due in part to perpetual discriminatory practices, unfair exclusionary disciplinary practices, economic gaps, and inequitable opportunities for marginalized students who are often students of color (Shields, 2010; Khalifa, Gooden & Davis, 2016). For the reasons aforementioned, the necessity of this study was reinforced by detrimental outcomes that not only affect students of color but society as well.

Comments

Copyright held by the author.

Copyright Statement / License for Reuse

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

Available for download on Saturday, June 08, 2019

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