Exploring trust: culturally responsive and positive school leadership

Abstract

PurposeThis article explores the connection between Culturally Responsive School Leadership (CRSL) and Positive School Leadership (PSL) and how both engage with a concept that deeply connects both leadership expressions – trust.Design/methodology/approachA multi-year, single site case study method examined a district-level equity leader, and her struggles and successes with promoting equity and positive culture throughout a large suburban district in the US.FindingsTrust, established through regular interactions, allowed the district's leadership equity team to build positive relationships with building leaders. Trust was not only a mitigating factor on the relationships themselves, but also regulated the extent to which equitable practices were discussed and implemented in the district. Trust allowed conflicts to surface and be addressed that led to individual and organizational change.Research limitations/implicationsThe case highlights the importance of both CRSL and PSL principals, along with the idea of “soft power” in cultural change, to foster equity in schools. Established trust does not erase the difficulties of enacting CRSL/PSL, but allows the difficulties to be addressed. The authors found that dynamic, iterative, regular interactions over a long period reinforced trust allowed CRPSL to take root in the district.Originality/valueThe authors use a single subject case to argue that the core of empirical work moving forward should draw on an integration of culturally responsive leadership.

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“…Bryk and Schneider (2002) concluded from their longitudinal study conducted in 400 Chicago elementary schools that relational trust fostered attachment to the school's mission and mitigated the feelings of risk that accompany substantive change. Likewise, Banwo et al. ’s (2021) five-year case study of social justice leadership found trust was necessary for stakeholders to form meaningful relationships, discuss inequitable practices and constructively address conflicts.…”

“…Discourse within suburban contexts can default to a race-neutral, rational discourse that displaces discussions about competing priorities and perpetuates the status quo (Frankenberg and Kotok, 2013). Moving the community forward in equity initiatives may, therefore, require difficult conversations about race, socioeconomic status and power differentials to foster collective growth (Banwo et al. , 2021; Castro et al.…”

“…Discourse within suburban contexts can default to a race-neutral, rational discourse that displaces discussions about competing priorities and perpetuates the status quo (Frankenberg and Kotok, 2013). Moving the community forward in equity initiatives may, therefore, require difficult conversations about race, socioeconomic status and power differentials to foster collective growth (Banwo et al, 2021;Castro et al, 2022b;Khalifa et al, 2016;Theoharis, 2009). School leaders can find it challenging to strike a balance between aspirations to develop a culture of inclusivity and the need to challenge exclusionary beliefs and behaviors among constituents (Beachum, 2011;Ezzani and Brooks, 2019;Khalifa et al, 2016).…”

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“…Relationships are critical to a president's ability to impact their university by integrating into its culture, getting to know people and operations, and creating a support base for pushing initiatives or responding to crises. This latter point is crucial to the progression of education as a field of study and an impactful experience for students (Banwo et al, 2022;Khalifa, 2019;Murphy & Louis, 2018). The connections made by the participants were at all levels of the university and beyond campus borders.…”