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.

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.

scholarly journals Educational Leadership Doctoral Faculty Academic Qualifications and Practitioner Experiences in Georgia

10.28945/4179 ◽  
2019 ◽  
Vol 14 ◽  
pp. 085-104 ◽  
Author(s):  
Steven Tolman ◽  
Juliann S McBrayer ◽  
Deborah Evans
Keyword(s):  
Educational Leadership ◽  
Student Perceptions ◽  
Doctoral Programs ◽  
Empirical Studies ◽  
The United States ◽  
Future Research ◽  
Leadership Programs ◽  
Educational Leadership Programs ◽  
The Future ◽  
Academic Qualifications

Aim/Purpose: This study examined doctoral faculty of educational leadership within the state of Georgia in the United States. The aim was to illustrate the academic qualifications and practitioner experiences of the faculty that develop students in educational leadership programs to be scholarly practitioners and future educational leaders. Background: Faculty of educational leadership programs prepare their students to hold imminent senior leadership roles in P-12 school administration and higher education administration. In this apprenticeship model, doctoral faculty utilize their academic qualifications and/or practitioner experiences to develop students into scholarly practitioners. Methodology: A descriptive quantitative study utilizing content analysis was conducted to examine faculty of doctoral programs in educational leadership (n=83). True to this methodology, the inquiry of this study sought to better understand the academic qualifications and practitioner experiences of doctoral faculty in the field of educational leadership. Contribution: This study serves as a primer for faculty and researchers to visualize the doctoral faculty of educational leadership programs. It can serve as a catalyst to encourage empirical studies of educational leadership faculty and their effectiveness in preparing scholarly practitioners. Findings: Key findings included that nearly 2/3 of the faculty have their terminal degrees from a Research 1 institution, 3/5 hold a PhD, and 3/4 have practitioner experience in their respective field. Recommendations for Practitioners: Doctoral programs should examine the diversity of the academic qualifications and practitioner experiences of their faculty and develop strategies to enhance their programs with these complimenting skill sets. Recommendation for Researchers: Descriptive studies effectively “dip our toe” into a new area of inquiry. Considerations for future research includes examining student perceptions of their faculty who hold either a PhD or Ed.D, as well as those who are academics versus practitioners to better understand their effectiveness. Impact on Society: True to the work of John Dewey, education serves as the vehicle to promote a democratic society. Recognizing these doctoral faculty are preparing the future leaders of education, understanding the experiences of faculty will allow for better insight into those who are ultimately shaping the future of education. Future Research: Future research should focus on empirical studies that explore the effectiveness of faculty based on their academic qualifications and practitioner experiences through the lens of student perceptions.

The Implications of Raising One's Voice in Educational Leadership Doctoral Programs: Women's Stories of Fear, Retaliation, and Silence

2001 ◽  
Vol 11 (4) ◽  
pp. 279-295 ◽  
Author(s):  
Dana Rapp ◽  
X Silent ◽  
Y Silent
Keyword(s):  
Public Schools ◽  
Educational Leadership ◽  
Doctoral Programs ◽  
Leadership Programs ◽  
Educational Leadership Programs ◽  
Women's Stories

We wanted to understand if and how educational leadership students are encouraged to address patriarchy in their doctoral programs. More specifically, we wanted to more fully understand why women may choose to avoid issues of gender injustice in their coursework and dissertations. We interviewed four women who are currently enrolled in educational leadership programs and hold positions of leadership in public schools in Ohio.

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.

scholarly journals Oral History as a Social Justice Project: Issues for the Qualitative Researcher

2015 ◽  
Author(s):  
Valerie Janesick
Keyword(s):  
Qualitative Research ◽  
Social Justice ◽  
Knowledge Base ◽  
Oral History ◽  
Research Methods ◽  
Qualitative Research Methods ◽  
Thick Description ◽  
Qualitative Researcher ◽  
The Past

I am writing this to assist researchers in training and experienced researchers in understanding ways to view oral history as a social justice project. This paper will illuminate the importance of oral history in terms of enriching the knowledge base of qualitative research methods as well. Oral history provides us with an avenue of thick description, analysis, and interpretation of people’s lives through probing the past in order to understand the present .The postmodern appreciation of the study of people and their stories, those stories from persons generally on the outside or periphery of society, offer a unique opportunity to view and conduct oral history as a social justice project.

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.

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