Culturally Responsive School Leadership Strategies Principals Use to Develop Engaging and Inclusive School Environments

• In Event: Marriott Roundtable Session 21
  In Roundtable Session: Leading in an Time of Neoliberalism and Resurgent White Supremacy

Abstract

This ethnographic investigation sought to identify and describe culturally responsive leadership practices and strategies that principals of Title I high schools, in suburban contexts, use to develop schools that engage and include all students. This study identified and described the practices and strategies of principals of Title I comprehensive high schools in Southern California used to develop schools that meet the social, emotional, and academic needs of all students. Examination of data from the principals participating in this study indicated seven major findings that included encouraging and engaging significant stakeholders in the quest to authentically cultivate inclusive/responsive school environments as well as eight conclusions that bestow deeper insight into culturally responsive school leadership and the role of the principal.

Author

• Cherilynne Hollowell, RiversideUnified School District