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Discourse surrounding culturally responsive leadership : how school principals implement change

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  • Author(s): Davis-Burgins, Jamie
  • Physical Description:
    1 online resource (x, 122 pages) : illustrations, digital
  • Online Access:
    http://libres.uncg.edu/ir/uncg/f/DavisBurgins_uncg_0154D_13483.pdf
  • Additional Information
    • Added Details:
      NC Digital Online Collection of Knowledge and Scholarship (NCDOCKS).
    • Supplemental Data:
      Title from PDF title page (viewed Aug. 17, 2022).
    • Abstract:
      "The central purposes of this research study were to understand how school principals define and enact culturally responsive leadership (CRL). I was also interested in the challenges they have experienced in trying to lead in culturally responsive ways, as well as the successes that they have had in practice. In this qualitative research study, I interviewed eight school principals in a school district located in North Carolina. Through interviews and document analysis, I used my findings to answer my research questions. First, research participants described their definition of CRL and how their lived experiences impact how they serve students of color. Participants then shared the challenges of moving from theory to practice, while describing the successes of programs and strategies that support historically underserved student populations. As I made sense of my findings, I found that many of the principals perceived themselves as culturally responsive leaders, however, they struggled to fully implement culturally responsive practices in their schools. In addition to interviews, I analyzed documents to help me to better understand how they assess and implement CRL in their schools. A few documents I analyzed include, the North Carolina Teacher Working Conditions Survey, North Carolina School Report Cards, and school district websites. Currently there is little research on how school principals enact culturally responsive leadership. With that in mind, this study will add to the research on how school leaders implement cultural responsiveness in K-12 schools, while challenging the educational disparities historically marginalized students encounter."--Abstract from author supplied metadata.
    • Subject Terms:
      School principals North Carolina.; Educational leadership North Carolina.; Educational equalization North Carolina.; Culturally relevant pedagogy North Carolina.; Culturally relevant pedagogy.; Educational equalization.; Educational leadership.; School principals.; North Carolina.
    • Note:
      Directed by Kathryn Hytten ; submitted to the Dept. of Educational Leadership and Cultural Foundations.
      Available online via NCDOCKS.
      Includes bibliographical references.
    • Other Numbers:
      NGU oai:libres.uncg.edu/37855
      1333221500
    • Contributing Source:
      From OAIster®, provided by the OCLC Cooperative.
    • Accession Number:
      edsoai.on1333221500