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Slater FINAL 4 25 2021 with cert.pdf (15.75 MB)

ETD Abstract Container

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Towards Equitable and Inclusive Schools: Cultural Competence in Principals Leading Diverse Schools

Slater, Lindsay J
http://orcid.org/0000-0001-8848-1256
http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619545764650716

Abstract Details

2021, Doctor of Education (Educational Leadership), Youngstown State University, Department of Teacher Education and Leadership Studies.
By the year 2023, most children attending public school in the United States will be of a minority race (National Center for Educational Statistics, 2013). However, 80% of the teachers in public schools are White (Musu, 2019). Student identity (race/ethnicity, socioeconomic status, cultural/linguistic, disability, gender identity/expression, and sexual orientation) fosters inequities, negatively impacting students’ experiences, academic outcomes, and graduation rates (Cooc & Kiru, 2018; Frattura & Capper, 2015; GLSEN, 2017; Gorski, 2013; Shifrer, 2018; Shifrer, Muller, & Callahan, 2011; Theoharis, 2007; U.S. Department of Education, 2018, 2019). Principal leadership is instrumental to developing culturally competent cultures to navigate the dynamics of student diversity and mitigate the impact of identity-based inequities (Fullan & Quinn, 2016; Gorski, 2013; Leithwood & Jantzi, 2005; Lindsey et al., 2019; Robinson, 2013; Shields, 2010, 2017; Theoharis, 2007). A descriptive case study design was used to explore participants’ leadership actions and cultural competence beliefs as they lead diverse schools. Three urban high school principals from one district in Ohio participated in the study. The findings revealed that participants enact both leadership actions and cultural competence beliefs to develop culturally competent cultures and that the process is developmental and continuous. Implications for principal leadership include providing school leaders understanding of the complexity and nuance of culturally competent leadership. Central office administrators and educational leadership preparation programs can better understand culturally competent principal leadership to inform their work based on this study.
Jane Beese, EdD (Advisor)
Charles Vergon, JD (Committee Member)
Patrick Spearman, PhD (Committee Member)
Kristin Bruns, PhD (Committee Member)
214 p.
Educational Leadership
Urban principal leadership; Cultural competence; Equitable and inclusive schools; Social justice leadership; Cultural competence leadership

Recommended Citations

Citations

  • Slater, L. J. (2021). Towards Equitable and Inclusive Schools: Cultural Competence in Principals Leading Diverse Schools [Doctoral dissertation, Youngstown State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619545764650716

    APA Style (7th edition)

  • Slater, Lindsay. Towards Equitable and Inclusive Schools: Cultural Competence in Principals Leading Diverse Schools. 2021. Youngstown State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619545764650716.

    MLA Style (8th edition)

  • Slater, Lindsay. "Towards Equitable and Inclusive Schools: Cultural Competence in Principals Leading Diverse Schools." Doctoral dissertation, Youngstown State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619545764650716

    Chicago Manual of Style (17th edition)

ysu1619545764650716
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© 2021, all rights reserved.
This open access ETD is published by Youngstown State University and OhioLINK.