Culturally Responsive Leadership: Best Practice in Integrating Immigrant Students

Autor/inn/en	Magno, Cathyrn; Schiff, Margo
Titel	Culturally Responsive Leadership: Best Practice in Integrating Immigrant Students
Quelle	In: Intercultural Education, 21 (2010) 1, S.87-91 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
Schlagwörter	Assistant Principals; School Culture; Urban Areas; Social Integration; Acculturation; Immigration; Educational Experience; Immigrants; Instructional Leadership; Cultural Pluralism; Statistical Analysis; Cultural Awareness; Best Practices; Student Diversity; Connecticut + Suchen Sie Ihr Suchwort? Principal; Principals; Stellvertretende Schulleitung; Schulkultur; Schulleben; Urban area; Stadtregion; Soziale Integration; Akkulturation; Bildungserfahrung; Immigrant; Immigrantin; Immigranten; Instruction; Leadership; Bildung; Erziehung; Führung; Kulturpluralismus; Statistische Analyse; Cultural identity; Kulturelle Identität
Abstract	Immigration to the US has fluctuated with economic conditions and with American immigration policies. Historically, most immigrants settled in urban areas, while suburban towns and their schools remained almost completely homogeneous and overwhelmingly White. Today, roughly one in five children in the US comes from an immigrant home, altering the make-up of school classrooms by creating a diverse population of learners from many different cultural and ethnic backgrounds. Importantly, this diversity is no longer limited to urban areas. In a qualitative study of 14 school leaders (principals and assistant principals) in nine school districts in suburban Connecticut, it was found that, while many school leaders recognize the presence of immigrant students, most also favor assimilation over celebration of diversity, with one stating, for example, "the immigrant students are treated like the rest of the students; they are absorbed in the general population." Only one school leader in the study favored institutional adaptation in combination with student adaptation. This principal, Mr Bolls of Navan High School, practices what the authors call "culturally responsive leadership," by using diversity in a positive way to improve school culture and the socio-educational experience of all the students. Mr Bolls' approach is highlighted in this article as an example of best practice. (Contains 1 note.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10