{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/106378"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/106378","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"High school administrators’ perceptions of social justice, equity, and leadership: An initial grounded theory","abstract":"Federal accountability legislature, such as NCLB, brought the achievement gap to the attention of school districts. The federal legislature forced districts to look at disaggregated scores to expose the achievement gap between historically minoritized students and White students (Ladson-Billings, 2006; O’Doherty & Ovando, 2009). Instead of approaching the achievement gap with race in mind, many school districts focused on resources, services, and programming to improve learning and the learning environment (Fusarelli, 2004). Despite these efforts, the achievement of students of color, however, remained far below their White counterparts and the gap remained (Harmon et al., 2016). The question arises, what are educational leaders missing in their endeavors to close the gap? Is it perhaps that leaders do not know or understand the effects of race and racism, second language acquisition, or low-income on students, not just in their learning, but socially and within the school? The purpose of the dissertation research is to investigate high school principals’ understanding and perceptions of social justice, oppression, and marginalization to develop an initial grounded theory of leadership. Using methods from grounded theory, I interviewed participants with questions about their educational and professional background, their current position, their definitions of social justice, oppression and marginalization, and how they addressed them in their schools. The themes that emerged from the data gave insight about principal capacity to lead for social justice and helped formulate an initial grounded theory.","abstract_html":"Federal accountability legislature, such as NCLB, brought the achievement gap to the attention of school districts. The federal legislature forced districts to look at disaggregated scores to expose the achievement gap between historically minoritized students and White students (Ladson-Billings, 2006; O’Doherty & Ovando, 2009). Instead of approaching the achievement gap with race in mind, many school districts focused on resources, services, and programming to improve learning and the learning environment (Fusarelli, 2004). Despite these efforts, the achievement of students of color, however, remained far below their White counterparts and the gap remained (Harmon et al., 2016). The question arises, what are educational leaders missing in their endeavors to close the gap? Is it perhaps that leaders do not know or understand the effects of race and racism, second language acquisition, or low-income on students, not just in their learning, but socially and within the school? The purpose of the dissertation research is to investigate high school principals’ understanding and perceptions of social justice, oppression, and marginalization to develop an initial grounded theory of leadership. Using methods from grounded theory, I interviewed participants with questions about their educational and professional background, their current position, their definitions of social justice, oppression and marginalization, and how they addressed them in their schools. The themes that emerged from the data gave insight about principal capacity to lead for social justice and helped formulate an initial grounded theory.","abstract_has_math":false,"creators":["Smith, Iris Jun"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Ed Organization and Leadership","degree_department":null,"school":null,"contributors":["Welton, Anjalé","Alexander, Kern","Herrmann, Mary","Pak, Yoon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-03-02T22:15:08Z","date_published":"2020-03-02T22:15:08Z","updated_at":"2026-07-22T22:24:45Z","subjects":["Leadership for social justice, Social justice, equity"],"languages":["en"],"rights":["Copyright 2019 Iris Smith"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/106378","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Welton, Anjalé","Alexander, Kern","Herrmann, Mary","Pak, Yoon"]},{"key":"dc:creator","label":"Author","values":["Smith, Iris Jun"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2020-03-02T22:15:08Z","2022-03-03T10:15:13Z","2019-12-06","2019-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Ed Organization and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Leadership for social justice, Social justice, equity"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2019 Iris Smith"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/106378"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Federal accountability legislature, such as NCLB, brought the achievement gap to the attention of school districts. The federal legislature forced districts to look at disaggregated scores to expose the achievement gap between historically minoritized students and White students (Ladson-Billings, 2006; O’Doherty & Ovando, 2009). Instead of approaching the achievement gap with race in mind, many school districts focused on resources, services, and programming to improve learning and the learning environment (Fusarelli, 2004). Despite these efforts, the achievement of students of color, however, remained far below their White counterparts and the gap remained (Harmon et al., 2016). The question arises, what are educational leaders missing in their endeavors to close the gap? Is it perhaps that leaders do not know or understand the effects of race and racism, second language acquisition, or low-income on students, not just in their learning, but socially and within the school? The purpose of the dissertation research is to investigate high school principals’ understanding and perceptions of social justice, oppression, and marginalization to develop an initial grounded theory of leadership. Using methods from grounded theory, I interviewed participants with questions about their educational and professional background, their current position, their definitions of social justice, oppression and marginalization, and how they addressed them in their schools. The themes that emerged from the data gave insight about principal capacity to lead for social justice and helped formulate an initial grounded theory.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2021-12-01","The student, Iris Smith, accepted the attached license on 2019-12-05 at 13:45.","The student, Iris Smith, submitted this Dissertation for approval on 2019-12-05 at 13:52.","This Dissertation was approved for publication on 2019-12-06 at 09:52.","DSpace SAF Submission Ingestion Package generated from Vireo submission #14718 on 2020-02-28 at 17:23:34","Made available in DSpace on 2020-03-02T22:15:08Z (GMT). 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The purpose of the dissertation research is to investigate high school principals’ understanding and perceptions of social justice, oppression, and marginalization to develop an initial grounded theory of leadership. Using methods from grounded theory, I interviewed participants with questions about their educational and professional background, their current position, their definitions of social justice, oppression and marginalization, and how they addressed them in their schools. The themes that emerged from the data gave insight about principal capacity to lead for social justice and helped formulate an initial grounded theory.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2021-12-01","The student, Iris Smith, accepted the attached license on 2019-12-05 at 13:45.","The student, Iris Smith, submitted this Dissertation for approval on 2019-12-05 at 13:52.","This Dissertation was approved for publication on 2019-12-06 at 09:52.","DSpace SAF Submission Ingestion Package generated from Vireo submission #14718 on 2020-02-28 at 17:23:34","Made available in DSpace on 2020-03-02T22:15:08Z (GMT). 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