Sociocultural Interactions of Leaders and Students From Marginalized Communities in the Southeastern United States

• In Event: 75.041 - MTCC Roundtable Session 33
  In Roundtable Session: 75.041-3 - Exploring the Role of Space and Place in School Improvement Efforts

Abstract

The purpose of this paper is to draw on sociological theory and leadership literature as well as case study findings to present a new Bourdieuian approach to education leadership in increasingly culturally diverse school contexts. Our findings illustrate ways in which school leaders’ practices maximize human, fiscal, and social-cultural capital (Bourdieu, 1984) to improve and sustain student achievement in high-needs schools. Thus, we extend extant literature on transformative leadership (Shields, 2010) and leadership in high needs schools (e.g. Gurr & Drysdale, 2018) with Bourdieu’s sociological theorizing of context, linking the actions and habitus of leaders to the social space (field) which they occupy.

Authors

• Peter Moyi, University of South Carolina

• Hans W. Klar, Clemson University

• Rose M Ylimaki, University of South Carolina

• Parker Morse Andreoli, Clemson University

• Frederick Buskey

• Jingtong Dou

• Suzy Hardie, University of South Carolina

• Keneisha L Harrington, Clemson University

• Cindy Roper