Are We Even Listening? Discounting the Voice of Minority Students on Racial and Socioeconomic Inequities in Their Schools

• In Event: Who Done It? Interrogating Effective Leadership, Structures, and Systems

Abstract

Students know at a personal level know if a teacher or administrator is creating an inclusive and equitable educational environment or not (Ferguson, 2012). As demographics shift in our schools, how do we know if leaders and teachers are adapting to the growing needs of their new diverse student population? This research highlights underrepresented students’ voices and the role they play in changing teachers and leaders’ practices for school inclusion. In this mixed methods study, students from two urban high schools were surveyed and interviewed to gauge their perspectives of their school’s ability to meet their educational needs. The emerging themes indicated that principals and teachers disregard student voice and are not seen as key stakeholders within the organization.

Authors

• Elisabeth Avila Luevanos, Milano ISD

• Jean Madsen, Texas A&M University - College Station

• Jose A Luevanos, Texas A&M University - College Station