Perceptions of Culturally Responsive Leadership Inside and outside of a Principal Preparation Program. Issue 2 (April 2016)

• Record Type: Journal Article
• Authors: Gordon, Stephen P.; Ronder, Erin Ali
• Is Part Of: International journal of educational reform. Volume 25:Issue 2(2016)
• Page Start: 125
• Page End: 153
• Publication Date: 2016-04
• Subjects: culturally responsive leadership -- social justice leadership -- equity -- leadership preparation; Educational change -- Periodicals; Educational change -- United States -- Periodicals; Education and state -- Periodicals; Education and state -- United States -- Periodicals; Education, Secondary -- Periodicals; Periodicals; 379
• DOI: 10.1177/105678791602500202
• Languages: English
• ISSNs: 2631-9675

Abstract

This was a qualitative study with the purpose of describing and comparing how culturally responsive leadership (CRL) was perceived by different types of educators inside and outside of a Master's program in educational leadership focused on social justice and CRL. Participants included new-to-the-program students, end-of-program students, and school administrators who had not attended the Master's program. Two interviews were held with each participant, and themes for each type of participant were identified and compared. End-of-program students generally had more sophisticated conceptions of CRL than new students or school administrators.