Standing Up for Culturally and Linguistically Diverse Students: Practices of Culturally Responsive School Leaders

• In Event: Teacher and School Leaders Building Culture, Belonging, and Inclusion for Students

Abstract

This qualitative study examined how culturally responsive school leaders support culturally and linguistically diverse students post-COVID. It focused on 10 school leaders from various states who scored moderate to advanced on the Cultural Competence Self-Assessment survey. The study found leaders with higher self-assessed cultural competence levels were sufficiently culturally competent to diligently guide their teachers to use a culturally responsive approach in teaching culturally and linguistically diverse students, addressing their post-COVID learning needs. They implemented a variety of practices to change the status quo and create schools that are engaging and inclusive for all learners while navigating complex barriers and challenges. Their practices, beliefs, and values aligned with the culturally responsive school leadership framework. Implications and limitations are discussed.

Authors

• LaChante Lila Collier-Bacon, Christina School District

• Aubrey H. Wang, Saint Joseph's University