عنوان

Culturally Responsive School Leadership:

Number

TLpq2405319883

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Culturally Responsive School Leadership:

General Material Designation

[Thesis]

First Statement of Responsibility

Schukow, Alex

Title Proper by Another Author

Examining White Male Principals' Practices

Subsequent Statement of Responsibility

Reynolds, Rema

Name of Publisher, Distributor, etc.

Eastern Michigan University

Date of Publication, Distribution, etc.

2020

Specific Material Designation and Extent of Item

219

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

Eastern Michigan University

Text preceding or following the note

2020

Text of Note

K-12 principals must enact culturally responsive school leadership to close the opportunity gaps Black students and economically disadvantaged students experience. Critical race theory, the key model, and culturally responsive school leadership theory form the conceptual framework for this phenomenological study. The overarching research question for the study is as follows: How do Whiteness and masculinity influence the enactment of culturally responsive school leadership by White male K-12 principals in exurban school settings? Interviews, school handbook policy analysis, and examinations of participants' professional social media posts provide data to critique the actions of four White male principals in Midwestern, exurban public schools. Four cross-cutting themes emerged as study results: personal to instructional critical reflection, social justice professional development, challenging an exclusionary school practice, using school based communication, and viewing White masculinity as privilege and a responsibility to support Black students and economically disadvantaged students. Conclusions suggest that participants acknowledge White heterosexual male privilege without deliberately using it to create humanizing school environments, unintentionally engage minoritized students and families, and implement superficial inclusive practices. Implications can inform pedagogical choices of university education leadership preparation programs and educational leaders' and White male principals' actions.

Educational administration

Educational leadership

Multicultural education

Reynolds, Rema

Schukow, Alex

Electronic name

p

[Thesis]

276903

a

Y