Leading Change: School Leaders' Support for Culturally and Linguistically Diverse Students Amidst Emerging Multiculturalism

• In Event: AERA Roundtable Session Friday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Equity-Minded Leaders Transforming the Global Educational Landscape (Table 10)

Abstract

This ethnographic case study explores how Korean school leaders support culturally and linguistically diverse (CLD) students in their schools, addressing the academic, social, and linguistic challenges they face in a new country. Inspired by Chen’s (2010) “Asia as methods,” this study considers Korea’s unique historical, cultural, and social context, thus offering a de-imperialized perspective and contributing to filling a research gap on emerging multicultural countries. The findings illustrate how Korean school principals support CLD students, which leadership strategies they utilize that bridge cultural gaps, promote bilingual proficiency, and foster global citizenship. The significance of this study includes theoretical and practical implications for developing policies and leadership training programs that better equip Korean school leaders to support CLD students.

Author

• Soon-young Oh, Michigan State University