An examination of K-8 principals' perceptions of their readiness to lead sustainable systems of equity that center culturally responsive school leadership practices which influence the academic achievement of African American students
Whitley, Wendy Many K-8 school leaders are grappling with the profound effects of the global pandemic and ever-present racial injustices that have dominated public discourse over the past two years. As adults work feverishly to create a sense of normalcy that has allowed most people to return to the workplace, children have also returned to traditional classrooms across the country. The COVID-19 pandemic exposed the historical inequities woven within the fabric of the United States educational system that are a result of centuries of systemic racism and the lack of widespread opportunities for historically marginalized student populations. School leaders are faced with the insurmountable task of creating systems of equity that center culturally responsive school leadership practices that will allow every student to thrive. Culturally responsive school leadership practices can help to provide the necessary framework for school leaders to care for the hearts and minds of increasingly more culturally and racially diverse students and families (Khalifa, et al., 2016). The study centers on one guiding research question: What are K-8 principals’ perceptions of their readiness to lead sustainable systems of equity that center culturally responsive school leadership practices which influence the academic achievement of African American students? For this study, the Culturally Responsive School Leadership framework (Khalifa, et al., 2016) was used to examine the participants’ beliefs, assumptions, and practices that inform their perceptions of readiness to lead sustainable systems of equity that center culturally responsive school leadership practices which influence the academic achievement of African American students.
Educational leadership, Culturally relevant pedagogy
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