Ethnocultural Leadership: An Emerging Framework for School & District Leaders

• In Event: Black Education in the Crosshairs of Local Struggles

Abstract

Black principals who lead predominantly Black urban schools serve students who experience poverty, community violence, and racial trauma. Black principals who apply principles of ethno-humanism and culturally responsive school leadership (CRSL) attempt to reduce racial bias against Black children by developing strategies, policies, and practices that are conducive to Black children’s academic and social development. Black principals employed in urban schools offer a unique perspective across educational and cultural systems in schools. Therefore, this research aimed to explore the leadership strategies, school policies, and instructional practices of Black principals used to reduce racial bias against Black children in Title I, predominantly Black, urban public schools. This qualitative study presents findings from interviews with six Black principals who employ ethno-human and CRSL strategies, school policies, and instructional practices to eradicate racial bias against Black children. Using a composite narrative inquiry, three significant themes developed: relationship with Black students, responsibility for Black students, and resistance to systemic anti-Black racism in K-12 education. The study concludes with implications for practice and a proposed ethnocultural leadership framework.

Author

• Courtney Wilkerson, Howard University