Early College High School Principals as Democratic, Socially Just, Culturally Responsive Leaders

• In Event: Culturally and Racially Responsive Leadership

Abstract

The purpose of this qualitative study was to examine how early college high school (ECHS) principals promote the success of the first generation, students of color and low-income students they serve. Three ECHS principals were examined through two lenses: the traditional role of principals and a conceptual framework of democratic, socially just, culturally responsive leaders.

The following six themes and 13 subthemes emerged from the study: Principal Identity; Access and Equity (target student population, application process and special education and ESL students); Academics (retention rate, standardized Tests, “The 5th year” or 13th grade, and graduation rates/degrees earned); Culture and Climate (safety/student discipline and school culture and climate; Managing the Organization (finances, staffing, instruction, and vision and mission); and Relationships.

Author

• Hattie Lee Hammonds, Clemson University