Exploring trust: culturally responsive and positive school leadership

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bodunrin O. Banwo ◽  
Muhammad Khalifa ◽  
Karen Seashore Louis
Keyword(s):  
School Leadership ◽  
Cultural Change ◽  
Soft Power ◽  
Culturally Responsive ◽  
Empirical Work ◽  
Positive Culture ◽  
Single Subject ◽  
Content Type ◽  
Culturally Responsive Leadership ◽  
Mitigating Factor

PurposeThis article explores the connection between Culturally Responsive School Leadership (CRSL) and Positive School Leadership (PSL) and how both engage with a concept that deeply connects both leadership expressions – trust.Design/methodology/approachA multi-year, single site case study method examined a district-level equity leader, and her struggles and successes with promoting equity and positive culture throughout a large suburban district in the US.FindingsTrust, established through regular interactions, allowed the district's leadership equity team to build positive relationships with building leaders. Trust was not only a mitigating factor on the relationships themselves, but also regulated the extent to which equitable practices were discussed and implemented in the district. Trust allowed conflicts to surface and be addressed that led to individual and organizational change.Research limitations/implicationsThe case highlights the importance of both CRSL and PSL principals, along with the idea of “soft power” in cultural change, to foster equity in schools. Established trust does not erase the difficulties of enacting CRSL/PSL, but allows the difficulties to be addressed. The authors found that dynamic, iterative, regular interactions over a long period reinforced trust allowed CRPSL to take root in the district.Originality/valueThe authors use a single subject case to argue that the core of empirical work moving forward should draw on an integration of culturally responsive leadership.

Humanizing school communities

2018 ◽  
Vol 56 (5) ◽  
pp. 533-545
Author(s):  
Stefanie LuVenia Marshall ◽  
Muhammad A. Khalifa
Keyword(s):  
School Leadership ◽  
Leadership Practices ◽  
Culturally Responsive ◽  
Culturally Relevant ◽  
School Level ◽  
Instructional Leaders ◽  
Content Type ◽  
School Communities ◽  
Culturally Responsive Leadership ◽  
Axial Coding

Purpose The purpose of this paper is to examine the role of instructional leaders in promoting culturally responsive practice in ways that make schooling more inclusive and humanizing for minoritized students and communities. Design/methodology/approach The data pull from a six-month long case study of a mid-sized, Midwestern school district that was attempting to implement culturally responsive leadership practices. After axial coding, findings emerged from interview data and field notes. Findings Instructional leaders can play significant and useful roles in promoting culturally responsive teaching and pedagogy in schools. Districts can establish positions in which instructional leaders can work to strengthen the culturally responsive pedagogy of every teacher in a district. Research limitations/implications This study has implications for both research and practice. Culturally responsive school leadership (CRSL) exists in multiple spaces and at various levels in a district. CRSL is not only a school-level function, but it can also be a district-level practice. Culturally responsive instructional leaders (in this case, not principals, but coaches) can have significant impact in promoting culturally relevant pedagogy. Originality/value This contribution moves beyond school leadership and examines how district leadership practices and decisions foster culturally relevant practices and the challenges in employing this equity work.

Effective School Leadership for Māori Achievement

2016 ◽  
pp. 78-99
Author(s):  
Andrés P. Santamaría ◽  
Melinda Webber ◽  
Lorri J. Santamaría
Keyword(s):  
Critical Race Theory ◽  
School Leadership ◽  
Culturally Responsive ◽  
Critical Mass ◽  
Qualitative Inquiry ◽  
Cross Cultural ◽  
Effective School ◽  
Culturally Responsive Leadership ◽  
The Status ◽  
Kaupapa Māori

This chapter leads a critical discourse amongst research and educational leadership communities around the nature of cross-cultural interactions and the role diversity plays in changing the status quo with regard to access, equity and academic achievement. Through this strengths-based qualitative inquiry, the authors bridge Kaupapa Maori (Maori ideology) and critical race theory methodologies with Maori and non-Maori culturally responsive leadership frameworks. Prerequisite conditions for effective cross-collaboration are presented based on the experiences of an international, interdisciplinary research team in collaboration with practicing Maori and non-Maori leaders of primary and secondary schools in Aotearoa New Zealand (NZ). The aim of the partnership is to promote the voices and practices of effective school leaders, through cross-cultural collaboration and research, to continue building critical mass for the important role of informing effective, culturally responsive leadership practices across Aotearoa NZ.

Effective School Leadership for Māori Achievement

2016 ◽  
pp. 1547-1567 ◽  
Author(s):  
Andrés P. Santamaría ◽  
Melinda Webber ◽  
Lorri J. Santamaría
Keyword(s):  
Critical Race Theory ◽  
School Leadership ◽  
Culturally Responsive ◽  
Critical Mass ◽  
Qualitative Inquiry ◽  
Cross Cultural ◽  
Effective School ◽  
Culturally Responsive Leadership ◽  
The Status ◽  
Kaupapa Māori

This chapter leads a critical discourse amongst research and educational leadership communities around the nature of cross-cultural interactions and the role diversity plays in changing the status quo with regard to access, equity and academic achievement. Through this strengths-based qualitative inquiry, the authors bridge Kaupapa Maori (Maori ideology) and critical race theory methodologies with Maori and non-Maori culturally responsive leadership frameworks. Prerequisite conditions for effective cross-collaboration are presented based on the experiences of an international, interdisciplinary research team in collaboration with practicing Maori and non-Maori leaders of primary and secondary schools in Aotearoa New Zealand (NZ). The aim of the partnership is to promote the voices and practices of effective school leaders, through cross-cultural collaboration and research, to continue building critical mass for the important role of informing effective, culturally responsive leadership practices across Aotearoa NZ.

Doing it for Culturally Responsive School Leadership: Utilizing Reflexivity from Preparation to Practice

2021 ◽  
pp. 194277512110022
Author(s):  
Soribel Genao
Keyword(s):  
School Leadership ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Community Diversity ◽  
Preparation Programs ◽  
Self Identity ◽  
Culturally Responsive Leadership ◽  
Principal Preparation Programs ◽  
Teachers And Students ◽  
Personal Reflections

To collectively engage future administrators in reforming culturally responsive practices that have been traditionally understood from socially just approaches, principal preparation programs must embed curricula that is utilized beyond the classroom. In this article, I reflect on the rap group Migos’ popularized phrase “do it for the culture” and contend that doing it for culturally responsive leadership will carry out actions that benefit the shared culture of teaching and learning that represents all teachers and students equitably. A consistent idea that permeates within the field is that a course(s) will prescribe the adequate tools on what to do instead of how to be cultural responsible. Utilizing the role of reflexivity, this case study offered six themes that stemmed from session discussions. The themes that arose were: (1) Interpretations of Cultural Responsiveness, (2) Culturally responsive is what you are not what you do, (3) Self-identity is recognized, (4) Learned the community diversity, (5) Celebrate all, and (6) Practice by disruption. The personal reflections illuminate the significance of relationships between the faculty researcher, future administrators, communities, the effortless disposition of the insider-researcher, and the intricacy of developing the narrative research that promotes culturally responsiveness.

Culturally Responsive Leadership

Education ◽  
2014 ◽  
Author(s):  
Lauri Johnson ◽  
Carrie Fuller
Keyword(s):  
School Leadership ◽  
Culturally Responsive ◽  
Ethic Of Care ◽  
Organizational Structures ◽  
Cultural Knowledge ◽  
District Level ◽  
Pedagogical Practices ◽  
High Expectations ◽  
Culturally Responsive Leadership ◽  
District Level Leaders

Culturally responsive leadership, derived from the concept of culturally responsive pedagogy, involves those leadership philosophies, practices, and policies that create inclusive schooling environments for students and families from ethnically and culturally diverse backgrounds. Common practices include emphasizing high expectations for student achievement; incorporating the history, values, and cultural knowledge of students’ home communities in the school curriculum; working to develop a critical consciousness among both students and faculty to challenge inequities in the larger society; and creating organizational structures at the school and district level that empower students and parents from diverse racial and ethnic communities. Similar terms used to describe this approach to leadership include culturally proficient leadership, culturally relevant leadership, culture-based leadership, cultural competency, multicultural leadership, and leadership for diversity. Although there are subtle differences in how authors and researchers employ these different terms, in general these approaches encourage teacher leaders, school principals, and district-level leaders to “lead for diversity” and work with teachers, parents, and the larger community to develop curriculum frameworks, pedagogical practices, and organizational structures and routines that are consistent with the cultural orientations of ethnically diverse students and their families. While much of the investigation of culturally responsive practices has focused on classroom teaching, recent efforts have applied a culturally responsive framework to school leadership. In general, these studies characterize culturally responsive school leaders as those who emphasize high expectations for student academic achievement, exhibit an ethic of care, promote inclusive instructional practices, and develop organizational structures that empower parents and the larger community in the life of the school. Culturally responsive leadership often overlaps with “leadership for social justice” approaches, a term that has been prevalent in the US educational literature and focuses on improving the educational experiences and outcomes for all students, particularly those who have been traditionally marginalized in schools. While this bibliography incorporates some sources that focus on socially just leadership, it emphasizes those school leadership theories and practices that respond to issues of ethnicity, culture, language, and race.

Effective School Leadership for Māori Achievement

2015 ◽  
pp. 99-119
Author(s):  
Andrés P. Santamaría ◽  
Melinda Webber ◽  
Lorri J. Santamaría
Keyword(s):  
Critical Race Theory ◽  
School Leadership ◽  
Culturally Responsive ◽  
Critical Mass ◽  
Qualitative Inquiry ◽  
Cross Cultural ◽  
Effective School ◽  
Culturally Responsive Leadership ◽  
The Status ◽  
Kaupapa Māori

This chapter leads a critical discourse amongst research and educational leadership communities around the nature of cross-cultural interactions and the role diversity plays in changing the status quo with regard to access, equity and academic achievement. Through this strengths-based qualitative inquiry, the authors bridge Kaupapa Maori (Maori ideology) and critical race theory methodologies with Maori and non-Maori culturally responsive leadership frameworks. Prerequisite conditions for effective cross-collaboration are presented based on the experiences of an international, interdisciplinary research team in collaboration with practicing Maori and non-Maori leaders of primary and secondary schools in Aotearoa New Zealand (NZ). The aim of the partnership is to promote the voices and practices of effective school leaders, through cross-cultural collaboration and research, to continue building critical mass for the important role of informing effective, culturally responsive leadership practices across Aotearoa NZ.

Implementing PAR in a Thai community development context

2020 ◽  
Vol 20 (2) ◽  
pp. 205-215
Author(s):  
Nuntiya Doungphummes ◽  
Mark Vicars
Keyword(s):  
Community Development ◽  
Culturally Responsive ◽  
Design Methodology ◽  
Critical Reflection ◽  
Development Project ◽  
Research Practice ◽  
Content Type ◽  
Development Context ◽  
Participatory Inquiry

PurposeThe purpose of this paper is to present an account of a PAR project in a Thai community and to discuss the methodological implications of implementing a culturally responsive approach.Design/methodology/approachThe paper draws on the frameworks for PAR conducted as a community development project with rural Thai communities.FindingsThe paper reviews the use of a PAR approach as a culturally responsive approach and presents an experience of culturally situated research practice.Originality/valueThis paper encourages researchers conducting participatory inquiry to engage in deeper critical reflection on the implications of these methods in keeping with PAR's critical ontological, epistemological and axiological orientation.

Contesting the dominant narrative: expanding the multistory cultural change approach

2020 ◽  
Vol 33 (2) ◽  
pp. 217-228
Author(s):  
Martijn van Ooijen ◽  
Antonie van Nistelrooij ◽  
Marcel Veenswijk
Keyword(s):  
Organizational Culture ◽  
Cultural Change ◽  
Change Process ◽  
Design Methodology ◽  
Construction Safety ◽  
Change Processes ◽  
Research Approach ◽  
Organizational Field ◽  
Content Type

PurposeThe purpose of this paper is to expand the theory on multistory cultural change by showing how a dominant narrative on construction safety dynamically interrelates and is contested on multiple intertextual levels in an organizational field of organizations contributing to the recovery of houses in an earthquake region.Design/methodology/approachAn ethnoventionist research approach was adopted in which interpretation of data to find narratives and designing interventions went hand-in-hand.FindingsWe found four distinctive composite narratives besides the dominant narrative to which five actors refer in their accounts, thereby contributing to three types of story patterns. These narratives disclose the taken-for-granted ideas and beliefs that characterize the challenge of changing organizational culture. One intervention, which intended multiple stories to touch the surface, was highlighted as a multistory intervention.Research limitations/implicationsFurther research could extend the knowledge on other change interventions that contribute to multistory cultural change processes.Originality/valueAdopting an ethnoventionist approach to provide deep insights on an unfolding cultural change process for both scholars and practitioners.

School leadership, teacher’s psychological empowerment and work-related outcomes

2019 ◽  
Vol 33 (7) ◽  
pp. 1501-1514
Author(s):  
Kersti Kõiv ◽  
Kadi Liik ◽  
Mati Heidmets
Keyword(s):  
Job Satisfaction ◽  
School Leadership ◽  
Leadership Style ◽  
Indirect Effect ◽  
School Principals ◽  
Psychological Empowerment ◽  
Content Type ◽  
Work Related ◽  
Perceived Leadership ◽  
The Relationship

Purpose The purpose of this paper is to examine the mediating effect of teacher’s psychological empowerment between school leadership style and teachers’ work-related outcomes. Design/methodology/approach A total of 711 teachers from 31 Estonian schools were surveyed with a questionnaire measuring four dimensions of psychological empowerment (competence, meaning, self-determination and impact), school leadership characteristics (leadership style, leader’s empowering behavior and trust in leader) and teacher’s work-related outcomes (job satisfaction and workplace attachment). AMOS path analysis was used to investigate the direct and indirect relations between the teachers’ perceptions of school leadership, their psychological empowerment and their workplace attachment and job satisfaction. Findings This study found that psychological empowerment (subscales meaning and impact) mediates the relationship between perceived leadership empowerment behavior and teachers’ work-related outcomes. Also, the psychological empowerment (meaning and impact) mediates the relationship between perceived leadership style and teachers’ work-related outcomes. Trust in the principal has direct and indirect effect (through psychological empowerment) on job satisfaction, whereas there only seems to be indirect effect on workplace attachment through two components of psychological empowerment. Practical implications The mediating role of psychological empowerment includes an important message for school principals – in order to empower employees it is not sufficient to merely delegate formal power and decision-making rights. To facilitate the development of psychological empowerment, it is important to provide employees with an opportunity to experience agency, to experience that their voice and opinions are taken into account (perceived impact) and the purpose and targets of the whole organization are discussed with the employees and formulated in collaboration with them (perceived meaning). Originality/value Psychological empowerment as a mediating variable has not been widely researched, especially in school environment. The results will provide important signals for school principals, where and how to find leverage to improve teachers’ job satisfaction and workplace attachment.

“That's not how I see it”: female and male perspectives on the academic role

2007 ◽  
Vol 22 (6) ◽  
pp. 497-515 ◽  
Author(s):  
Sue Shaw ◽  
Catherine Cassell
Keyword(s):  
Gender Differences ◽  
Business School ◽  
Design Methodology ◽  
Business Schools ◽  
School Context ◽  
Empirical Work ◽  
Original Data ◽  
Content Type ◽  
Academic Role ◽  
The Uk

PurposeThe purpose of this paper is to provide a piece of empirical work that examines gender differences in how academics make sense of performance within university business schools in the UK.Design/methodology/approachThe research reported draws on data collected using a life history and repertory grid methodology with male and female interviewees from two university business schools.FindingsThe findings are discussed in relation to how academics understand what is valued about their role and what they believe the organisation rewards and values when it comes to promotion. Gender differences are shown to exist in the ways women and men define the academic role and in what they think is important both to themselves and the institution.Originality/valueThe paper presents original data on gender differences within a business school context.

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