{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113197"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113197","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Leading for diversity, equity, and improvement at the district level of a K-12 Florida school district","abstract":"What do school districts mean when they claim to value the concepts of diversity and equity in education, and how do district stakeholders truly feel about the value of such efforts within their district? The demographic nature of the United States continues to shift to reflect a more racially diverse nation than ever before, particularly with those individuals under sixteen years of age. In response, school districts are routinely seeking ways to embody and support the concepts of diversity and equity within their school campuses, for the benefit of all students. This dissertation examines how teachers, principals, and district administrators in a large Florida school district interpret, define, and feel about the concepts of diversity and equity in education. The school district, termed Sunshine Public School District, is one of the largest districts in both the state of Florida and nation. By interviewing district stakeholders in a one-on-one fashion, their opinions and definitions of diversity and equity as concepts are revealed, as is their input on the district’s 2025 Strategic Plan, of which diversity and equity are prominently featured. This qualitative research takes the form of a case study and seeks to provide Sunshine Public School District a current snapshot of stakeholder inclination towards diversity and equity, as well as offering potential insight into what can be done to make the lofty and socially-just goals of their 2025 Strategic Plan a reality.","abstract_html":"What do school districts mean when they claim to value the concepts of diversity and equity in education, and how do district stakeholders truly feel about the value of such efforts within their district? The demographic nature of the United States continues to shift to reflect a more racially diverse nation than ever before, particularly with those individuals under sixteen years of age. In response, school districts are routinely seeking ways to embody and support the concepts of diversity and equity within their school campuses, for the benefit of all students. This dissertation examines how teachers, principals, and district administrators in a large Florida school district interpret, define, and feel about the concepts of diversity and equity in education. The school district, termed Sunshine Public School District, is one of the largest districts in both the state of Florida and nation. By interviewing district stakeholders in a one-on-one fashion, their opinions and definitions of diversity and equity as concepts are revealed, as is their input on the district’s 2025 Strategic Plan, of which diversity and equity are prominently featured. This qualitative research takes the form of a case study and seeks to provide Sunshine Public School District a current snapshot of stakeholder inclination towards diversity and equity, as well as offering potential insight into what can be done to make the lofty and socially-just goals of their 2025 Strategic Plan a reality.","abstract_has_math":false,"creators":["Ovares, Steven Daniel"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Pak , Yoon","Hood, Denice","Huang, Wenhao David","Flores, Osly"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-12T22:35:16Z","date_published":"2022-01-12T22:35:16Z","updated_at":"2026-07-22T22:24:53Z","subjects":["diversity","equity","Florida"],"languages":["en"],"rights":["Copyright 2021 Steven Ovares"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113197","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Pak , Yoon","Hood, Denice","Huang, Wenhao David","Flores, Osly"]},{"key":"dc:creator","label":"Author","values":["Ovares, Steven Daniel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-01-12T22:35:16Z","2024-01-12T22:35:30Z","2021-07-15","2021-08"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.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":["diversity","equity","Florida"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Steven Ovares"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113197"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["What do school districts mean when they claim to value the concepts of diversity and equity in education, and how do district stakeholders truly feel about the value of such efforts within their district? 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This qualitative research takes the form of a case study and seeks to provide Sunshine Public School District a current snapshot of stakeholder inclination towards diversity and equity, as well as offering potential insight into what can be done to make the lofty and socially-just goals of their 2025 Strategic Plan a reality.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-08-01","The student, Steven Ovares, accepted the attached license on 2021-07-14 at 14:28.","The student, Steven Ovares, submitted this Dissertation for approval on 2021-07-14 at 14:56.","This Dissertation was approved for publication on 2021-07-15 at 10:59.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16937 on 2022-01-12 at 12:55:09","Made available in DSpace on 2022-01-12T22:35:16Z (GMT). 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The demographic nature of the United States continues to shift to reflect a more racially diverse nation than ever before, particularly with those individuals under sixteen years of age. In response, school districts are routinely seeking ways to embody and support the concepts of diversity and equity within their school campuses, for the benefit of all students. This dissertation examines how teachers, principals, and district administrators in a large Florida school district interpret, define, and feel about the concepts of diversity and equity in education. The school district, termed Sunshine Public School District, is one of the largest districts in both the state of Florida and nation. By interviewing district stakeholders in a one-on-one fashion, their opinions and definitions of diversity and equity as concepts are revealed, as is their input on the district’s 2025 Strategic Plan, of which diversity and equity are prominently featured. 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