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Preparing Culturally Sustainable School Leaders to Close the Achievement Gap for Black Students from Marginalized Communities
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Preparing Culturally Sustainable School Leaders to Close the Achievement Gap for Black Students from Marginalized Communities
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Dissertation
Preparing Culturally Sustainable School Leaders to Close the Achievement Gap for Black Students from Marginalized Communities
2021
Overview
An achievement gap has persisted in elementary schools between Black and White students and Black students and Hispanic students in reading and math (NAEP, 2019). Nieto and Bode (2018) suggested that gaps in educational resources, learning opportunities, and educator expectations influence the achievement gap between Black students from low socioeconomic communities and White students. School administrators have been charged with creating equitable and culturally responsive school environments and opportunities that meet the academic needs of each student (National Policy Board, 2015). However, they have entered their job assignments with varying levels of understanding around the complexity of racial equity in education. The purpose of this qualitative study was to examine how K-12 school administrators' leadership approaches reflect their preparedness to lead, through a culturally sustainable lens, schools that serve Black students from marginalized communities. It was guided by culturally sustainable, culturally responsive, and innovative school leadership theories. The participants for this study were principals and assistant principals who serve in Title I, Part A program elementary schools in an urban emergent school district. Data were gathered through a) a demographic survey, b) semi-structured, open-ended, face-to-face individual virtual interviews, c) school improvement plans, embedded with Title I plans, and d) certified educator working conditions’ surveys. Three themes emerged from an analysis of the data: a) Through the Lens of Standards-Aligned Instruction, b) Developing Students’ Behavioral Leadership Skills, and c) Building a Culture of Supportive and Inclusive Practices. The findings reveal that the school administrator’s leadership approaches reflect their preparedness to lead through a lens of instructional equity, which derived from a dual system of school leadership preparation: apprentice-based learning and lived-experiences learning.
