Assessing Schoolwide Cultural Competence: Implications for School Leadership Preparation

Autor/inn/en	Bustamante, Rebecca M.; Nelson, Judith A.; Onwuegbuzie, Anthony J.
Titel	Assessing Schoolwide Cultural Competence: Implications for School Leadership Preparation
Quelle	In: Educational Administration Quarterly, 45 (2009) 5, S.793-827 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X09347277
Schlagwörter	Administrator Education; School Culture; Instructional Leadership; Leadership Training; Administrator Role; Leadership Responsibility; Cultural Pluralism; Check Lists; Administrators; Student Diversity; Questionnaires; School Policy; Barriers; Principals; School Counselors; Teachers; Attitude Measures; Educational Resources; Teaching Methods; Competence; Social Attitudes; Social Justice; Equal Education + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; Instruction; Leadership; Bildung; Erziehung; Führung; Führungslehre; Kulturpluralismus; Checkliste; Fragebogen; Schulpolitik; Principal; Schulleiter; School counselor; Beratungslehrer; Pädagogischer Berater; Lehrer; Lehrerin; Lehrende; Bildungsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenz; Social attidude; Soziale Einstellung; Soziale Gerechtigkeit
Abstract	Purpose: The initial purpose of this mixed methods study was to assess the instrument fidelity and construct-related validity of a 33-item instrument called the Schoolwide Cultural Competence Observation Checklist (SCCOC) by eliciting school leaders' views. The SCCOC was designed as one tool for use in conducting school culture audits, which determine how well a school responds to the needs of diverse groups. The results revealed unexpected qualitative findings from school leaders' narrative responses to open-ended items. The implications of these findings for school leaders and school leader preparation are discussed. Research Design: On a Web-based questionnaire, practicing school leaders in two large western states responded to open- and closed-ended items on the relevance of SCCOC items to cultural competence in actual school settings. Participants' narrative responses were analyzed using an iterative process of coding and constant comparison to identify emerging themes. Themes were validated using intercoder reliability. Findings: Research team members reached consensus on four primary themes that emerged from analysis of narrative data: policy as a paradox, programs as instrumental to culturally competent practice, school culture and climate as integral to schoolwide cultural competence, and numerous barriers to cultural competence. Under the theme of barriers, five subthemes were revealed. Conclusions: The findings inform future research and the need to focus school leader preparation on examining personal biases, privilege, and beliefs about others who are different, as well as guiding leaders to develop culturally responsive skills and knowledge and the ability to assess schoolwide cultural competence. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10