Examining the Social Justice Identity of Assistant Principals in Persistently Low-Achieving Schools

Carpenter, Bradley W.; Bukoski, Beth E.; Berry, Matthew; Mitchell, Amanda M.

doi:10.1177/0042085915574529

Cited by 24 publications

(30 citation statements)

References 42 publications

(58 reference statements)

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“…Secondly, a shared objective was to evaluate the ability of school leaders to influence the school community (Carpenter et al, 2015; Mifsud, 2015; Montecinos, 2018; Payne and Smith, 2018; Rigby, 2015; Toure and Dorsey, 2018). These studies were aimed at examining the influence that school principals may exert on pupils and teachers and how the way in which they exercise leadership may support or prevent discriminatory actions and perpetuate stereotypes in school.…”

Section: Resultsmentioning

confidence: 99%

A systematic review of principals’ leadership identity from 1993 to 2019

González¹,

Rodríguez²,

Segovia³

2020

Educational Management Administration & Leadership

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There is growing interest in the role that principals play as school leaders. Exploring how principals build their professional leadership identity is crucial to understanding their influence on school performance. A systematic review was conducted to examine how educational leaders develop their professional identity. Our objectives were: (a) to identify the factors that determine how educational leaders develop their professional identity; (b) to identify shared traits of educational leadership identity; and (c) to describe the implications that the results obtained may have for research and professional practice. A literature search on Web of Science (WOS), SCOPUS and Education Resources Information Center (ERIC) yielded a total of 38 articles published in international journals. Thematic analysis was conducted using the Nvivo software package. Emerging topics include: leadership identity of school principals as the key to educational success; influence of politics and context on the construction of principals’ professional identity; race- and gender-based barriers to the development of leadership identity; and the influence of experience, training and transition on the construction of a professional leadership identity.

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Section: Resultsmentioning

confidence: 99%

A systematic review of principals’ leadership identity from 1993 to 2019

González¹,

Rodríguez²,

Segovia³

2020

Educational Management Administration & Leadership

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“…Among the demands for better preparation, faculty of LPP create knowledge through research and teaching (McCarthy et al, 2017) while simultaneously implementing such social justice principles and practices as finding and naming systemic prejudices such as color-blindness, stereotyping, and other coded expressions of biases and racism (Davis et al, 2015;Hernandez and Marshall, 2017). Within the combined scholarships of teaching and research, LPP faculty strive for further identity development of mid-career educators as aspiring school leadership who recognize and work to change systemic bias in schools' teaching practices or allocation of human and material resources (Ryan, 2010;Carpenter et al, 2015;Robey et al, 2019). This work also has implications for LPP faculty's well-being and success as professors (Hackmann et al, 2017;Martinez and Welton, 2017), as well as graduate students' satisfaction with LPP quality and the adequacy of their preparation to lead within educational organizations.…”

Section: Educational Leadership's Ethic Of Equity For Academic Leadermentioning

confidence: 99%

Academic Leadership During a Pandemic: Department Heads Leading With a Focus on Equity

2020

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The COVID-19 pandemic has created an unprecedented crisis with momentous challenges for higher education institutions. Academic leaders have been charged with restructuring their systems, ensuring instructional quality while operating with significantly diminished resources. For department heads of units with leadership preparation programs, the complexity of this crisis is layered upon fundamental scholarship about leadership, which reports the effectiveness of leadership as a collective incorporating the shared and diverse talents of faculty, students, and program stakeholders. This work of educational leadership rests on a public and democratic ethic promoting social justice and equity as the practices and outcomes for schooling at any level. In this article, three department heads of educational leadership units in major research universities use dialogic inquiry to reflect on our responses to complex demands brought forth by the pandemic. We share insights into our decision making, as we have led with a focus on equity. We address dilemmas and conflicts that we have addressed as departmental leaders during this critical period of institutional challenges, changing institutional policies and practices, and declining resources, as we have worked to ensure equitable access and distribution of resources for students, faculty, and staff. We conclude with implications for department heads who strive to maintain a focus on equity during times of sweeping organizational change.

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“…Yet, the (often times national) standardized curricula that often comes hand-in-hand with accountability policy may make it difficult for social justice leaders to institute critical academic programs that do not tightly align to tests, as testing narrows content coverage (Cambron-McCabe and McCarthy 2005). This difficulty may be exacerbated given that schools with low test scores may see at least 50% of staff replaced or even be closed by the state in turnaround efforts (Carpenter et al 2017). Thus, social justice leaders may feel especially pressured to focus teaching on test preparation.…”

Section: Barriers Social Justice Leaders Facementioning

confidence: 99%

Social Justice Leadership in Educational Market Contexts

Richard¹,

Cosner²,

Salisbury³

2020

Handbook of Social Justice Interventions in Education

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Across the United States and around the globe, school districts have increasingly adopted educational market policies through which families choose their preferred schools. While market policies are meant to drive equity, research has shown that they instead can contribute to segregation and marginalization. As districts increasingly adopt educational market polices, school leadersincluding those who emphasize social justice orientations and practicesincreasingly find themselves working within these contexts. In markets, schooling and school

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Examining the Social Justice Identity of Assistant Principals in Persistently Low-Achieving Schools

Cited by 24 publications

References 42 publications

A systematic review of principals’ leadership identity from 1993 to 2019

A systematic review of principals’ leadership identity from 1993 to 2019

Academic Leadership During a Pandemic: Department Heads Leading With a Focus on Equity

Social Justice Leadership in Educational Market Contexts

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