Date of Award

2021

Document Type

Dissertation in Practice

Degree Name

Ed.D.

Department

Educational Administration and Policy Studies

First Advisor

Kristina Hesbol

Second Advisor

Carolyn Shields

Third Advisor

Erin Anderson

Keywords

Equity, School leadership, Social justice, Transformative leadership

Abstract

This qualitative case study explores the leadership values and practices of a principal in a sixth through twelfth-grade school in the Rocky Mountain West to determine how leadership values and practices support the implementation of equitable and socially just practices in the school. Five key themes emerged: (a) equity as a Black/non-Black construct; (b) a lack of knowledge and awareness of the historical contexts of marginalized populations; (c) moral courage for all members of the school; (d) equity as an initiative or program; (e) resistance to deep equity work. From these themes, I devise three recommendations to support substantial and better-aligned work to increase equity and social justice in the school: (a) refining equity work in progress; (b) elevating other marginalized voices across the organization; and (c) increasing the moral-courage capacity of all teaching and coaching staff, especially those from marginalized backgrounds. There is also a post-study discussion with the school leader. Finally, I provide recommendations for further study.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Provenance

Received from ProQuest

Rights holder

Susan-Marie Farmen

File size

166 pgs

File format

application/pdf

Language

en

Discipline

Education

Share

COinS