Culturally Responsive School Leaders: Actions, Barriers, and the Impact of Critical Self-Reflection

• In Event: AERA Roundtable Session 13
  In Roundtable Session: Culturally Responsive School Leadership (Table 16)

Abstract

The purpose of this study was to use qualitative case study methodology to gain a better understanding of culturally responsive school leaders (CRSL) including their daily actions, barriers they face and the role of critical self-reflection in their practice. The triadic lens of critical race theory (CRT), critical social theory and transformative learning theory were used to frame the study. There were four major findings from the analysis of data in this study: The Impact of Background, CRSL as a Responder, CRSL as a Cultivator and the CRSL as a Catalyst. The focus of this study on critical self-reflection supports the importance of critical self-reflection to the work of culturally responsive school leadership.

Authors

• Dawn L. Kramer, Virginia Beach City Public Schools

• Karen L. Sanzo, Old Dominion University