Principals’ Social Justice Leadership in Demographically Shifting Suburban Public Elementary Schools in Arizona

• In Event: Social Justice Leadership

Abstract

This study investigated principal leadership (PL) in two Arizona suburban public elementary schools (SPES) undergoing increases in minority students, decreases in white students, increases in child poverty, and increases in achievement gaps. Social justice (SJ) conceptual framework guided this qualitative multiple case study and overarching question: How is PL for SJ perceived in SPES undergoing demographic shifts in students’ diversity? Principal and six K-5 teachers participated at each school. Analysis of interviews, observations, and documents revealed how PL approached students’ social and educational inequalities while trying to maintain A+ Schools. Findings showed: principals lacked SJ consciousness yet used principles; child poverty and poor academic preparation trumped race concerns; appeals for more resources; and training nor experiences prepared participants for change.

Authors

• Cindy T. Ruich, Marana Unified School District, Marana, Arizona

• John L. Taylor, The University of Arizona