Date of Award
Dissertation in Practice
Morgridge College of Education, Educational Leadership and Policy Studies
Equity, School leadership, Social justice, Transformative leadership
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.
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Received from ProQuest
Farmen, Susan-Marie, "Exploring the Impact of Leadership Values and Practices to Support Equity and Social Justice in an Urban School" (2021). Electronic Theses and Dissertations. 1918.