A Critical Interrogation of Faculty Leadership in Establishing and Sustaining Teacher Diversity Pipeline Programs

• In Event: Sheraton Roundtable Session Eleven
  In Roundtable Session: Community Work in Social Justice Leadership (Table 4)

Abstract

Pipeline programs (Sleeter & Milner, 2011) are an approach to recruit and prepare Black, Indigenous, and People of Color for teaching. Not as evident in the literature is how early career faculty in academic administration positions, like us (the authors), lead urban pipeline programs. They study their leadership practices as a case study to better understand leadership knowledge and skills. Situated with a conceptual framing of cultural capital (Bourdieu, 1986) and community cultural wealth (CCW) (Yosso, 2005), we share how we use/exchange capital and CCW in our urban pipeline program leadership. By unveiling our obfuscated power and privilege, we aim to redistribute capital such that faculty leading urban pipeline programs can be successful in their local contexts.

Authors

• Megan E. Lynch, University of North Florida
  Presenting Author

• Rudy F. Jamison, University of North Florida
  Presenting Author