State Accountability Standards' Impacts on Leaders' Espoused Beliefs About Social Justice

• In Event: Navigating Policy Guided by Justice

Abstract

The purpose of this study is to understand, within the context of the accountability climate, school leaders’ espoused beliefs about social justice, and the practices they employ to those ends. Using the duel lenses of epistemic injustice and critical race theory, this qualitative research study sought to understand the complex bidirectional and reciprocal relationship between the accountability climate and school leaders’ espoused beliefs and practices regarding social justice. Data analysis revealed four primary findings; Beliefs about Social Justice, Influences, Goals and Values vs. Actions. These findings suggest that the pressures of accountability and the strong hand of central offices in setting uniform priorities and goals constrained school leaders beliefs and actions.

Authors

• Amanda Hadgraft, Suffolk VA Public Schools - Suffolk

• Steve P. Myran, Old Dominion University