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Enactments of culturally responsive school leadership : interrupting cultural mismatch / Timothy Scott Miller.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Miller, Tim, 1970- author.
- Language:
- English
- Subjects (All):
- Educational leadership.
- Elementary education.
- Education.
- Educational and organizational leadership--Penn dissertations.
- Penn dissertations--Educational and organizational leadership.
- Local Subjects:
- Educational leadership.
- Elementary education.
- Education.
- Educational and organizational leadership--Penn dissertations.
- Penn dissertations--Educational and organizational leadership.
- Genre:
- Academic theses.
- Physical Description:
- 1 online resource (153 pages)
- Contained In:
- Dissertations Abstracts International 82-12A.
- Place of Publication:
- [Philadelphia, Pennsylvania] : University of Pennsylvania ; Ann Arbor : ProQuest Dissertations & Theses, 2021.
- Language Note:
- English
- System Details:
- Mode of access: World Wide Web.
- text file
- Summary:
- Research on culturally mismatched schools suggests that hegemonic systems of oppression are commonly reinscribed by White teachers when they employ deficit-based pedagogical approaches that place minoritized students at emotional and academic disadvantages. However, much of the same research highlights how culturally affirming school environments can work to increase minoritized students' academic success by interrupting cultural mismatch. While teacher practices play a large role in creating culturally affirming classrooms, ultimately school leaders are responsible for creating schoolwide culturally affirming environments. The experiences, perspectives, and voices of school leaders have been largely absent in the discourse surrounding this issue.This qualitative study employed interviews, a focus group, and review of documents and archival data to explore how eight principals in diverse New York City schools lead in culturally responsive ways. Participants described a number of components to their culturally responsive leadership, including (a) facilitating strategic professional development; (b) ensuring student access to culturally responsive curricula and resources; (c) explicitly addressing deficit-based thinking; and (d) working to create schoolwide culturally inclusive environments in myriad ways. These findings suggested that principals' own ethnic or racial background, or having culturally related "awakening" moments on the job, may evolve their conceptualization of culturally responsive leadership from a professional responsibility to a moral obligation. Additionally, the findings suggested that principals who lead culturally responsive initiatives may be able to sustain and expand them by recursively infusing aspects of cultural responsiveness in disparate types of professional development that may at first seem unrelated. Finally, principals leading in culturally responsive ways may help to grow teachers who see themselves as change agents and knowledge generators.
- Notes:
- Source: Dissertations Abstracts International, Volume: 82-12, Section: A.
- Advisors: Betsy R. Rymes; Committee members: Will Jordan; Diane Waff .
- Department: Educational and Organizational Leadership.
- Ed.D. University of Pennsylvania 2021.
- Local Notes:
- School code: 0175
- ISBN:
- 9798516084515
- Access Restriction:
- Restricted for use by site license.
- This item is not available from ProQuest Dissertations & Theses.
- This item must not be sold to any third party vendors.
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