Perceptions of Formal and Nonformal Leaders on Cultural Proficiency in Educational Practice and Organizational Change (Poster 11)

• In Event: AERA Poster Session 4
  In Poster Session: Formal and Informal Leadership Roles in Cultivating Equitable Educational Programs and Systems (San Diego)

Abstract

When it comes to equity and access through Culturally Proficient practices, what schools intend to do versus do can be incongruous by defaulting to traditional accountability metrics over change and innovation (Au, 2007; Dewey, 1937; Kumashiro, 2000; Mintrop, 2012; Oakes & Wells, 1997; Schein, 1988; Theoharis, 2007). Utilizes the Conceptual Framework for Culturally Proficient Practices (Lindsey et al., 2018), the purpose of this study is to investigate formal and nonformal educational leaders’ perceptions regarding the barriers and next steps of Cultural Proficiency implementation following the 10-day Cultural Proficiency Training. Findings indicate variations based on individual identity, position in the school system, and external socio-political factors influence how individuals perceive the implementation, advancement, and/or limitations of Cultural Proficiency work

Authors

• Brooke Soles, California State University - San Marcos

• Jaime E. Welborn, Saint Louis University

• Baramee Peper Anan, San Diego State University