Using an equity audit investigation to prepare doctoral students for social justice leadership

2008 ◽  
Vol 12 (4) ◽  
pp. 341-352 ◽  
Author(s):  
Sandra Harris ◽  
Michael Hopson
2016 ◽  
Vol 52 (5) ◽  
pp. 754-792 ◽  
Author(s):  
David E. DeMatthews ◽  
D. Brent Edwards ◽  
Rodolfo Rincones

Research Approach: This in-depth qualitative case study explores one school leader’s enactment of social justice leadership in an elementary school in Ciudad Juárez, Mexico. Analysis of interviews and observations revealed how this leader adapted her leadership to prioritize the severe needs of families and students in one of the world’s most violent cities. Findings: The article describes how the leader made sense of the community and its needs. Then, it examines how the leader enacted social justice leadership by addressing the out-of-school challenges that affected student achievement and well-being. Consequently, the leader’s focus shifted toward meaningful family engagement through adult education, community advocacy, and critical questioning of the status quo. Implications: Implications for future research, theory, and administrator preparation programs are presented at the conclusion of the article.


Author(s):  
Phillis George

Evaluative in nature, this article includes an initial examination of a doctoral program uniquely designed to prepare higher education administrators and practitioners to be socially just and equity-minded leaders.  The program emphasizes the integration of equity, social justice, and ethics into professional practice.  As such, this article utilizes a social justice, leadership framework.  Originally designed in 2006 by Colleen Capper, GeorgeTheoharis, and James Sebastian to prepare secondary administrators for social justice leadership, the framework assists with the enclosed evaluation of a program that prepares postsecondary administrators for social justice leadership.  The article delineates the effectiveness of the program’s implementation and the extent to which the program’s goals, curriculum, and pedagogy align with components of the framework.  The program has been chosen because of its commitment to addressing socio-economic and educational attainment disparities in higher education through the focused teaching and professional development of academic and student affairs personnel.


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