Fostering College-Going Expectations of Immigrant Students through the Sympathetic Touch of School Leadership

Autor/in	Liou, Daniel D.
Titel	Fostering College-Going Expectations of Immigrant Students through the Sympathetic Touch of School Leadership
Quelle	In: Multicultural Perspectives, 18 (2016) 2, S.82-90 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
DOI	10.1080/15210960.2016.1155152
Schlagwörter	Immigrants; Low Income; Instructional Leadership; College Attendance; Academic Aspiration; Social Justice; Equal Education; High School Students; Race; Critical Theory; Disadvantaged; Educational Practices; Case Studies; Vignettes; Leadership Styles; Power Structure; Inclusion; Cultural Pluralism; Racial Bias; Teacher Expectations of Students; Caring; Social Capital; Teacher Student Relationship; California + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Niedriglohn; Instruction; Leadership; Bildung; Erziehung; Führung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Soziale Gerechtigkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rasse; Abstammung; Kritische Theorie; Bildungspraxis; Case study; Fallstudie; Case Study; Führungsstil; Inklusion; Kulturpluralismus; Racial discrimination; Rassismus; Care; Pflege; Sorge; Betreuung; Sozialkapital; Teacher student relationships; Lehrer-Schüler-Beziehung; Kalifornien
Abstract	This article intends to support the efforts of administrators, teachers, and community activists to center race, equity, and anti-deficit perspectives within the practice of school leadership. By drawing upon methods of critical race studies, and Du Bois's 1935 concept of the sympathetic touch, the author provides examples of anti-deficit approaches to sympathetic leadership in a large, diverse high school in California. Through reflections and recollections upon this case study, the author underscores ways for school leaders to formulate the conditions for college-going expectations for low-income immigrant students. This retrospective account includes concrete leadership examples, political strategies, and scenarios to illuminate the relevance and utilities of the sympathetic touch in educational leadership. In effect, the article calls for school leaders to harness anti-deficit and anti-oppressive mindsets in the work of inclusion, equity, and social justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01