School Leaders’ Perspectives on Student Voice as a Culturally Responsive Practice

• In Event: Culturally Responsive Leadership for Social Justice

Abstract

This study explores how secondary school principals perceive and implement student voice as a culturally responsive and distributive leadership practice, particularly with leadership shared with historically marginalized students. Drawing on survey data from 247 principals and interviews with 15 participants, findings reveal that while student voice is widely valued, it is often limited to passive roles rather than authentic leadership. Barriers include time, competing initiatives, and hierarchical leadership norms. Black principals, those in urban schools, and those with population of predominantly students of color reported slightly higher engagement, though still infrequent. The study suggests strategies to challenge Eurocentric leadership models and promote inclusive, student-centered leadership. Authentic engagement between students and educators is critical to addressing opportunity gaps and advancing educational equity.

Authors

• Gina Marie Davenport, Notre Dame of Maryland University

• Stephanie L Savick, Notre Dame of Maryland University

• Angela L. Snyder, Notre Dame of Maryland University

• Maisha Gillins, Anne Arundel County Public Schools