scholarly journals Reflections on Race and Privilege in an Educational Leadership Course

2018 ◽  
Vol 15 (1) ◽  
pp. 56-80 ◽  
Author(s):  
Maria Estela Zarate ◽  
Yoselinda Mendoza
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
Doctoral Students ◽  
Critical Reflection ◽  
Leadership Programs ◽  
Educational Leadership Programs ◽  
Difficult Conversations ◽  
Racial Privilege ◽  
Letter Exchange ◽  
Self Examination

To be effective social justice leaders, school leaders need to gain critical understandings of their positionality and racial privilege and be prepared to engage in difficult conversations with others. This study examines how a peer-to-peer letter exchange assignment in a doctoral course allowed educational leadership doctoral students ( N = 27) to reflect on race and privilege with each other. The findings reveal how students examined racial privilege, positionality, and bias. The authors discuss how this assignment can be used in educational leadership programs to develop and grow the practice of critical reflection for self-examination of privilege.

Prepared to Lead: Educational Leadership Graduates as Catalysts for Social Justice Praxis

2019 ◽  
Vol 15 (4) ◽  
pp. 283-302 ◽  
Author(s):  
Rene O. Guillaume ◽  
Magdalena S. Saiz ◽  
Adam García Amador
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
Educational Leaders ◽  
Phenomenological Approach ◽  
Leadership Programs ◽  
Structured Interviews ◽  
Educational Leadership Programs ◽  
Academic Knowledge ◽  
Diverse Student ◽  
Critical Leadership

Situated within PK-12 school settings is the most diverse student population this nation has seen. Concern regarding the preparedness of those at the forefront of education bestows the task to educational leadership programs of developing leaders ready to address social justice issues. This study highlights how graduates from one educational leadership program relied on their academic knowledge and applied critical leadership to operationalize social justice praxis. Utilizing a phenomenological approach, 10 semi-structured interviews revealed three themes. Findings suggest educational leadership programs reflect their mission of social justice values through their curriculum to prepare educational leaders for sustainable change.

The Complexity of Poverty: A Missing Component of Educational Leadership Programs

2002 ◽  
Vol 12 (3) ◽  
pp. 246-280 ◽  
Author(s):  
Linda L. Lyman ◽  
Christine J. Villani
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
Achievement Gap ◽  
Minority Students ◽  
National Survey ◽  
Learning Activity ◽  
Leadership Programs ◽  
Educational Leadership Programs ◽  
Survey Results ◽  
Causes Of Poverty

National survey results indicate that understanding the complexity of poverty and its effects is not a major social justice component of educational leadership programs. Authors present and discuss survey respondents’ perceptions of: importance of understanding poverty, evidence of program emphasis, areas of program emphasis, attitudes toward causes of poverty, and program themes. Embedded in the discussion is a description of a learning activity that has enhanced students’ understanding of the complexity of poverty. The widely recognized learning and achievement gap for poor and minority students creates a need and an opportunity for increased attention to poverty and other social justice issues in educational leadership programs.

Utilizing Qualitative Research Methods in Doctoral Programs to Enhance the Importance of Social Justice in Educational Leadership

2022 ◽  
pp. 145-158
Author(s):  
Tricia J. Stewart ◽  
John Caruso Jr. ◽  
Lesley Anne Hellman
Keyword(s):  
Qualitative Research ◽  
Social Justice ◽  
Educational Leadership ◽  
Research Methods ◽  
Doctoral Programs ◽  
Qualitative Research Methods ◽  
Leadership Programs ◽  
Education Programs ◽  
Doctor Of Education ◽  
Educational Leadership Programs

The Doctor of Education (Ed.D.) degree prepares individuals in research and professional practice in education. In the case of Doctor of Education programs that have a focus on leadership, candidates are expected to act as agents of educational and social change. This chapter turns a critical lens to educational leadership programs in two states, Connecticut and Ohio, in order to better understand the current state of qualitative research and social justice within Doctor of Education programs. Additionally, mission, visions, and educational websites were examined to assess the range of experiences around social justice offered in educational leadership programs. This work also explores the literature on qualitative research methods as a form of inquiry and the history and evolution of qualitative methods that makes this research paradigm a good fit for social justice research and activities within educational leadership programs. Lastly, it illustrates practical approaches to embedding social justice in qualitative research courses.

Accelerating Character Education Learning Through a Networked Approach: Insights From the Kern Partners for Character and Educational Leadership

2021 ◽  
pp. 002205742110269
Author(s):  
Ariel Tichnor-Wagner
Keyword(s):  
Educational Leadership ◽  
Character Education ◽  
Leadership Programs ◽  
Improvement Science ◽  
Educational Leadership Programs ◽  
Science Activities

This article explores the utility of networked improvement communities (NICs) as an organizing structure for scaling character education across educational leadership programs through a case study of one network committed to integrating character education across varied institutions and contexts. In examining the improvement science process that guided NIC members’ development and implementation of character education approaches and their perceptions of and participation in NIC activities, this case study offers insights on the promise of structured collaboration across diverse institutions. Furthermore, it identifies the need for NICs to differentiate improvement science activities based on participants’ institutional readiness for character education.

What 21st Century Students Want

2016 ◽  
pp. 1877-1891
Author(s):  
Lesley F. Leach ◽  
Pam Winn ◽  
Susan Erwin ◽  
Liza P. Benedict
Keyword(s):  
Educational Leadership ◽  
The United States ◽  
Leadership Programs ◽  
Delivery Methods ◽  
Leadership Program ◽  
Doctoral Level ◽  
Educational Leadership Programs ◽  
For Profit ◽  
Educational Leadership Program ◽  
Course Delivery Methods

Enrollment numbers in graduate Educational Leadership programs are dwindling in many public higher education institutions across the United States. At the same time, for-profit institutions and institutions with private marketing partnerships have experienced increasingly greater enrollments. In this article, the authors present survey results of graduate students in Educational Leadership programs (N=100) to determine the factors that motivate students to select a particular graduate Educational Leadership program. Results suggest that Master's and doctoral-level students primarily select an Educational Leadership program based on the course delivery methods (with hybrid courses most preferred) and the convenience that the program offers in terms of scheduling and location.

Gender and the Superintendency

2018 ◽  
Author(s):  
Susan Katz
Keyword(s):  
Women Leaders ◽  
Doctoral Students ◽  
White Women ◽  
American Association ◽  
School Administrators ◽  
Leadership Programs ◽  
Forthcoming Article ◽  
Educational Leadership Programs ◽  
Significant Research ◽  
Direct Contrast

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article. Significant research telling the stories of women’s experiences in the superintendency has been conducted only since the 1980s. Much of that research has been focused on white women, with fewer studies of women leaders of color. By the beginning of the new century, there were more women in the pipeline for the superintendency—more women in graduate educational leadership programs, more women in the elementary principalship, and more women in central office positions. Data from the American Association of School Administrators (AASA) 2015 Study of the American Superintendent show that while increases have been made throughout the years, females make up only 27 percent of the superintendency, up only 2 percent from 2010. This stands in direct contrast to the female-dominated teaching force. Given that the position of teacher is the first step in the pathway toward the superintendency, women are clearly underrepresented as superintendents across the country. This problem has been a topic for many researchers, practicing academics, and doctoral students who choose the topic as research for dissertations.

Using Cohorts as a Means for Developing Transformational Leaders

1996 ◽  
Vol 6 (1) ◽  
pp. 99-112 ◽  
Author(s):  
Margaret Basom ◽  
Diane Yerkes ◽  
Cynthia Norris ◽  
Bruce Barnett
Keyword(s):  
Educational Leadership ◽  
Educational Programs ◽  
Transformational Leaders ◽  
Leadership Programs ◽  
Educational Leadership Programs

The practice of using cohorts in educational leadership programs is examined from conceptual and practical viewpoints. Suggestions for developing cohorts are followed by discussion of the effects of cohorts on students, faculty, educational programs, and systems. Lastly, this paper takes a look at the potential of using the cohort concept as a vehicle for the development of transformational leaders.

Quality and Impact of Educational Leadership Programs: A National Study

1999 ◽  
Vol 6 (1-2) ◽  
pp. 3-16
Author(s):  
Jianping Shen ◽  
Van E. Cooley ◽  
Connie D. Ruhl-Smith ◽  
Nanette M. Keiser
Keyword(s):  
Educational Leadership ◽  
National Study ◽  
Leadership Programs ◽  
Educational Leadership Programs
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