Examining White Male Principals' Practices in Relation to Culturally Responsive School Leadership

• In Event: Disrupting the Status Quo: Race and Identity in School Leadership

Abstract

Culturally responsive school leadership closes opportunity gaps experienced by minoritized students. The researchers completed a phenomenological study using a conceptual framework including the key model, critical race theory, and culturally responsive school leadership to investigate the influence of Whiteness and masculinity on the enactment of culturally responsive school leadership by four White male principals in exurban settings. Data collection included participant interview, school handbook policy analysis, and examination of professional social media posts to identify cross-cutting leadership themes. Conclusions suggested participants acknowledged White heterosexual male privilege without intentionally using it to create humanizing school environments for Black students and students of low socioeconomic status. Implications inform pedagogical choices of university education leadership preparation programs and school leadership actions.

Authors

• Alex P. Schukow, Saline Community Education
  Presenting Author

• Rema E. Reynolds Vassar, Wayne State University
  Non-Presenting Author