Resilient Voices Seeking Social Justice in Impoverished Schools

• In Event: Multiple Dimensions of Leadership for Social Justice

Abstract

In June 2010, Assistant Secretary Thelma Melendez of the U.S. Department of Education warned of the difficulty associated with turnaround models (p. 1). Based on recent findings, we argue that transforming principals into resilient leaders may be more fruitful and less disruptive to these communities than current reform practices. Our research examined the characteristics and actions of school leaders who successfully navigated high poverty communities and improved the educational experiences of children. This study focused specifically on the resiliency of principals who commit to social justice practices in urban impoverished public elementary schools. The findings offer critical understandings about preparing leaders and motivate existing administrators who can lead high poverty schools despite community pressures.

Authors

• Edward P. San Nicolas, Clark County School District

• Edith A. Rusch, University of Nevada - Las Vegas