Justice as a Moral Obligation: Principals Responding to Vignettes of Prejudice

• In Event: 70.065 - Roundtable Session 27
  In Roundtable Session: 70.065-10 - Uncovering Social Justice via Vignettes, Photographs, and People

Abstract

This study examined how four principals in urban middle and senior high schools with a social justice orientation responded to hypothetical scenarios involving teacher prejudice. The principals in this study did not reference their leadership preparation programs in describing the evolution of their equity-focused leadership philosophies, nor did they reference theory. Rather, the principals were predisposed to support the goals of equity and fairness because they believed they had a moral obligation to do so. The research suggests that school leaders who enter the position with a predisposition for equity and fighting injustice may be better equipped to handle scenarios involving prejudice in ways that advance the overall goals of social justice

Author

• Rosa L. Rivera-McCutchen, Lehman College - CUNY