Straddling Cultures, Identities, and Inconsistencies: Voices of Pre-Tenure Faculty of Color in Educational Leadership

2015 ◽  
Vol 12 (2) ◽  
pp. 122-142 ◽  
Author(s):  
Melissa A. Martinez ◽  
Anjalé D. Welton
Keyword(s):  
Educational Leadership ◽  
Predominantly White ◽  
Culturally Responsive ◽  
Leadership Preparation ◽  
The United States ◽  
Faculty Of Color ◽  
Cultural Identities ◽  
Double Consciousness ◽  
Hybrid Identity ◽  
Educational Leadership Preparation

Drawing on the notions of biculturalism, or double consciousness, and hybridity, this qualitative study explored how 12 pre-tenure faculty of color (FOC) in the field of educational leadership working at universities in the United States negotiated their self-identified cultural identities within their predominantly White departments. Results indicated that participants were more bicultural in nature than they were in self-authoring a new hybrid identity. Nonetheless, bicultural skills equipped FOC with a better sense of how to help their departments critically examine and move beyond White-dominant notions of educational leadership preparation to more culturally responsive approaches.

Disrupting Dysconsciousness: Confronting Anti-Blackness in Educational Leadership Preparation Programs

2021 ◽  
Vol 31 (1-2) ◽  
pp. 66-84
Author(s):  
Shannon R. Waite
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
Culturally Responsive ◽  
Leadership Preparation ◽  
Pedagogical Practices ◽  
Preparation Programs ◽  
Secondary Schooling ◽  
Post Secondary ◽  
Educational Leadership Preparation Programs ◽  
Educational Leadership Preparation

This article examines liberatory pedagogical practices utilized in graduate level courses offered within an educational leadership preparation program (ELPP). The research explores how these tools support the development of culturally responsive school leadership and actively anti-racist leaders in a program purporting to develop social justice-oriented school leaders. The author analyzes data collected from student course evaluations (SCEs) and assignments in courses taught across two years. Findings indicate that students perceived the liberatory pedagogical practices employed within the course to be vital in pushing them towards disrupting the pathologies of racism and anti-Blackness cultivated during their primary through post-secondary schooling experiences. The findings also indicated that students responded positively to the use of liberatory pedagogical practices and frameworks that centered race and explicitly used race language.

Leadership Preparation Programs: Preparing Culturally Competent Educational Leaders

2018 ◽  
Vol 14 (3) ◽  
pp. 212-235 ◽  
Author(s):  
Maysaa Barakat ◽  
Ellen Reames ◽  
Lisa A. W. Kensler
Keyword(s):  
Educational Leadership ◽  
Cultural Competence ◽  
Cultural Beliefs ◽  
Leadership Preparation ◽  
The United States ◽  
Cultural Knowledge ◽  
Culturally Competent ◽  
Preparation Programs ◽  
Educational Leadership Preparation Programs ◽  
Educational Leadership Preparation

The demographic profile of the United States has been rapidly changing; by 2020, minority students will constitute the majority of the public school student population nationwide. This makes cultural competence a necessity for today’s school leaders. Educational leadership preparation programs are responsible for preparing culturally competent leaders; however, few programs assess their students’ cultural competence. The purpose of this quantitative, cross-sectional, causal-comparative study was to examine whether graduates of educational leadership preparation programs had significantly different cultural competence than those beginning their respective program. The findings of this study suggest that matriculating through a principal preparation program positively correlates with educational leadership students’ overall cultural competence, cultural beliefs and motivation, and cultural knowledge. However, there appears to be no significant relationship between completing the program and students’ cultural skills.

scholarly journals Preparing School Leaders to Interrupt Racism at Various Levels in Educational Systems

2015 ◽  
Vol 17 (1) ◽  
pp. 121 ◽  
Author(s):  
Christa Boske
Keyword(s):  
Educational Leadership ◽  
Narrative Inquiry ◽  
Social Equity ◽  
Leadership Preparation ◽  
Institutional Racism ◽  
Educational Systems ◽  
Disparate Impact ◽  
School Communities ◽  
Reflective Process ◽  
Educational Leadership Preparation

This narrative inquiry seeks to advance the field of educational leadership preparation by exploring ways to interrupt personal, interpersonal, and institutional racism through the senses-ways in which people perceive their experiences and relation to others. Findings suggest that participants engage in actions aligned with revelations from their reflective process and utilize their positions as a lever to address racism at various levels within educational systems. Participants utilized their transformed storied selves to challenge the disparate impact of power and privilege on educational and social equity within school communities.

Breaking News: Utilizing Video Simulations to Improve Educational Leaders' Public Speaking Skills

2011 ◽  
Vol 6 (5) ◽  
pp. 234-249 ◽  
Author(s):  
Jennifer Friend ◽  
April Adams ◽  
George Curry
Keyword(s):  
Educational Leadership ◽  
Kansas City ◽  
Public Speaking ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
District Leaders ◽  
University Of Missouri ◽  
Breaking News ◽  
The University ◽  
Educational Leadership Preparation

This article examines specific uses of video simulations in one educational leadership preparation program to advance future school and district leaders' skills related to public speaking and participation in televised news interviews. One faculty member and two advanced educational leadership candidates share their perspectives of several applications of advanced technologies, including one-on-one video simulations with the instructor and collaborative peer review of video portfolios. Finally, the authors provide links to multimedia examples of these digital artifacts from an advanced educational leadership course, titled Effective Practices: Media, Government & Public Communications, offered at the University of Missouri-Kansas City.

Introduction: Redesigning Educational Leadership Preparation for Equity

2021 ◽  
pp. 1-8
Author(s):  
Michelle D. Young ◽  
Ann O'Doherty ◽  
Kathleen M. W. Cunningham
Keyword(s):  
Educational Leadership ◽  
Leadership Preparation ◽  
Educational Leadership Preparation

Restructuring Educational Leadership Preparation: Identifying Needed Conditions

1994 ◽  
Vol 4 (1) ◽  
pp. 28-38 ◽  
Author(s):  
John C. Daresh
Keyword(s):  
Educational Leadership ◽  
Leadership Preparation ◽  
Preparation Program ◽  
Northern Colorado ◽  
University Of Northern Colorado ◽  
The University ◽  
Educational Leadership Preparation ◽  
Linkage Relationships

In this article, a description is presented of the strategy and steps that were followed at the University of Northern Colorado in restructuring its educational leadership preparation program. Details are provided concerning the ways in which changes were made, and how these changes were supported through attention to personnel issues, linkage relationships within the university, and linkages outside the university.

Promoting Social Justice and Caring in Schools and Communities: The Unrealized Potential of the Cohort Model

2001 ◽  
Vol 11 (4) ◽  
pp. 313-334 ◽  
Author(s):  
Raymond A. Horn
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
Instructional Methods ◽  
Educational Leaders ◽  
Organizational Structures ◽  
Leadership Preparation ◽  
Cohort Model ◽  
Preparation Programs ◽  
Administrative Practices ◽  
Educational Leadership Preparation

The problem of the efficacy of educational leadership as a promoter of just and caring change in schools and communities is explored in the context of educational leadership preparation practices. An exploration of this problem is based on the premise that despite the use of innovative instructional methods, in most cases current preparation programs merely reproduce the use of modernistic administrative practices and organizational structures. Here, the cohort model is identified as a means to promote just, caring, and relevant educational leadership. After a review of the benefits, drawbacks, and the nature of the use of cohorts in leadership preparation programs, a cohort structure is examined that will prepare educational leaders who are able to promote just and caring change in our postmodern communities.

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