Student Achievement, Well-Being, and School Improvement: Applying Critical and Culturally Responsive Leadership in Transnational Contexts

• In Event: Culturally and Racially Responsive Leadership

Abstract

Positioned within both transcultural and transnational contexts between the U.S. and New Zealand, this paper not only focuses on identifying critical and culturally responsive leadership practices, which lead to improved outcomes for student of color and Indigenous Māori students, but also links these practices to positive school improvement. Utilizing an applied critical leadership lens, the authors engaged and partnered with school principals in order to promote innovative leadership for marginalized student populations in public or state school contexts. Findings revealed increased student outcomes, including self-esteem, well-being, and achievement, in addition to gains in school improvement. Implications reveal opportunities for further research seeking to place literature on critical and culturally responsive leadership at the forefront in social justice and equity contexts.

Authors

• Andres Peter Santamaria, Auckland University of Technology

• Lorri Michelle Johnson Santamaria, The University of Auckland

• Melinda Webber, The University of Auckland

• Lincoln Dam, The University of Auckland

• Sharona Jayavant, University of Auckland