A White Principal's Practice of Culturally Responsive School Leadership in the Suburbs

• In Event: Marriott Roundtable Session 1
  In Paper Session: Culturally Responsive Leadership Practice

Abstract

This study examines and analyzes how one principal in a suburban school with a racially diverse student body promoted culturally responsive practices in a school that has a homogenous white teaching and administrative workforce.This study contributes to the field of school leadership by providing empirical research on culturally responsive school leadership (CRSL) through the lived experiences of a white school leader who demonstrates a commitment to equity and social justice. In addition, it expands the literature of social justice leadership by critically examining how a CRSL leader responds to external socio-political environments in the era of Trump and the identification of the dilemma (white) social justice leaders have when giving prejudice educators the benefit of the doubt.

Authors

• Osly J. Flores, University of Illinois at Urbana-Champaign

• James Lamar Foster, University of Washington - Seattle