Turning the Dial Towards Belonging: How Leadership Teams can Support and Sustain Diversity, Equity, and Inclusion in an International School Context

Studies indicate that students who feel a strong sense of belonging - a connection with their school, peers, and teachers - tend to perform better academically. This sense of belonging is particularly influential in boosting the academic outcomes of students from historically marginalized, oppressed, and racially and culturally diverse backgrounds. This Dissertation-in-Practice examines the pivotal roles of culturally responsive and transformative leadership in advancing diversity, equity, and inclusion (DEI) within international schools. The problem of practice examines leadership confidence, ability, awareness, and knowledge with DEI. It leverages culturally responsive leadership and transformative leadership to argue for a systemic approach to DEI, combining theoretical insights with practical applications. The author shares personal experiences as a person of color and DEI practitioner, emphasizing the influence of positionality on leading DEI initiatives. The study is situated within the unique organizational context of an international school in Brazil. It proposes a comprehensive strategy for instigating meaningful change, drawing on change management strategy and emphasizing ethical leadership, critical self-reflection, community engagement, and the redistribution of power. The dissertation outlines a visionary three-year change implementation plan, designed to effect profound transformations within the school’s senior leadership team, influencing the broader institution, including teachers, staff, students, and the community. This work advocates for the critical roles of culturally responsive and transformative leadership in creating inclusive, equitable, and vibrant educational environments. It presents a structured and ambitious approach to implementing systemic changes that prioritize DEI, underscoring the necessity of continuous learning, ethical leadership, and collaborative efforts in driving systemic change.

Name thesis:degree_name

Doctor of Education

Discipline thesis:degree_discipline

Education

Year dc:date.issued

2024

Author dc:creator

• Persaud, Ryan

Advisors dc:contributor.advisor

• Yee, Dianne
• Lowrey, Scott

• Diversity
• Equity
• Inclusion
• Culturally Responsive Leadership
• Transformative Leadership

Language dc:language.iso

en_ca

Handle dc:identifier.uri

https://hdl.handle.net/20.500.14721/26462

OAI identifier oai:identifier

oai:uwo.scholaris.ca:20.500.14721/26462