Culturally Responsive School Leadership for RAIELs

• In Event: Sanctuary Schooling: Educational Renewal for Im/Migrant Youth Through Research, Remedy, and Repair

Abstract

Purpose: The purpose of this multiple case study is to explore the leadership practices of experienced and effective principals in a network of public high schools for RAIELs. Using a lens of socially just and culturally responsive school leadership (CRSL), this study investigates how these principals describe and understand the practices they employ to create inclusive and equitable educational environments for RAIELs, how they developed those practices, and the ways their network has influenced the development and implementation of these practices. The study addresses the following research questions:

How do eight experienced Internationals Network principals describe and understand the culturally responsive leadership practices they implement in their schools for RAIELs?
How do these principals describe and understand what has supported them in implementing culturally responsive leadership practices?
How do these principals describe and understand how the Network has influenced their development as culturally responsive leaders?

Theoretical Framework: Social justice leaders believe in inclusive practices for RAIELs, working to empower students and change systems to address their needs (Arar, 2020; Theoharis & O’Toole, 2011; Theoharis, 2007). However, fully enacting social justice leadership practices requires cultural responsiveness (Arar, 2020). Culturally responsive leaders integrate social justice approaches to create equitable educational environments by developing responsive and inclusive environments, engaging students and parents in community contexts, prioritizing critical self-awareness and reflection, and ensuring culturally responsive curricula and teacher preparation (Khalifa, 2016).

Methods and Data: The Internationals Network of Public Schools, known for its strong outcomes in serving RAIELs, is an appropriate site for studying socially just and culturally responsive leadership for traditionally marginalized youth (Bajaj et al., 2022; McInerney, 2022; Mendenhall et al., 2017; Roc et al., 2019; Villavicencio et al., 2021). A multiple case study approach examined the leadership experiences of eight effective principals at INPS schools. Purposeful sampling selected principals who had served for five or more years and met effectiveness criteria based on school quality data. Data was collected through two in-depth, semi-structured interviews with each principal, artifacts identified by participants, and observations of a network leadership meeting. Field notes and reflective memos were maintained throughout the process.

Results: The study revealed that principals viewed the network as a hub for connection, where leaders could learn from each other. Contact with other leaders allowed them to strategize, make effective arguments, and persist in the face of challenges. Developing as leaders in a network helped them navigate district power dynamics and personalities, crucial for gaining buy-in for their educational models and building strong relationships inside and outside their school. Many principals cited their work in the network as teachers as part of how they developed deep knowledge of their schools and the International High Schools model, enabling them to implement successful strategies and foster a supportive environment for students and staff.

Scholarly Significance: This study applies social justice and culturally responsive leadership theory to a historically underserved student population in US public education, demonstrating that inclusive and equitable practices by individual leaders can lead to systemic shifts when supported by a network.

Author

• Lara Evangelista, New York City Department of Education