Exploring Principals' Perceptions of Developing an Equity-Responsive Climate in Schools: A Multisite Case Study of an Urban School District

• In Event: 58.020 - Fostering Educational Equity and Social Justice

Abstract

Racial disparities in achievement and the administration of school discipline continue to plague our nations’ schools. A sense of urgency must guide everyday behavior for change to occur. We argue the cultural competence of school leaders is critical to the establishment of a school climate where learners from a wide range of cultures, ethnicities, and income levels are able to benefit from an equitable learning experience. As part of a longitudinal research project, this case study probes school leaders’ understanding of cultural competence as a mechanism to develop an equity responsive climate (ERC) within schools to enhance teaching, learning, and overall well-being, while also increasing shared understanding to meet the needs of diverse student learners.

Authors

• Bradley W. Carpenter, The University of Houston

• Gaëtane Jean-Marie, University of Northern Iowa

• Lisa Marie Hooper, The University of Alabama

• Daniel D. Spikes, Iowa State University

• Amanda Marie Bowers, University of Louisville

• Tia N. Dumas, Clemson University

• Carlos Raphael McCray, Fordham University