Examining Culturally Relevant Leadership Best Practices in Different Educational Environments

Autor/in	Washington, Michael L.
Titel	Examining Culturally Relevant Leadership Best Practices in Different Educational Environments
Quelle	In: Journal of Leadership, Equity, and Research, 7 (2021) 3, (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-6459
Schlagwörter	Leadership Styles; Best Practices; Cultural Differences; Cultural Relevance; Administrator Characteristics; Diversity; School Community Relationship; Principals; Mentors; Participative Decision Making; Cultural Influences; Empowerment; Justice; Middle Schools; Administrators; Adult Education; High Schools; Higher Education; California + Suchen Sie Ihr Suchwort? Führungsstil; Kultureller Unterschied; Principal; Schulleiter; Cultural influence; Kultureinfluss; Gerechtigkeit; Middle school; Mittelschule; Mittelstufenschule; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kalifornien
Abstract	Though culturally relevant educational leadership has been practiced for more than 20 years, marginalized students from culturally diverse communities continue to be underserved. Additionally, other educational programs outside of traditional K-12 school environments are far less likely to have educational administrators who have any experience or training in culturally relevant leadership, begging the question, "Do we really understand what effective culturally relevant leadership best practices are, and if so, how can we improve them in all educational settings, and not just K-12 education?" This research project focuses on answering the following questions: 1.) What best practices are utilized by culturally relevant educational administrators?; 2.) What best practices are utilized by culturally relevant educational administrators who come from different cultural or racial backgrounds?; and 3.) What best practices are utilized by culturally relevant administrators from different types of educational institutions or environments? A qualitative multiple-case study design was utilized to explore the best practices of four randomly selected educational administrators in California, from different cultural backgrounds and from different school environments, with considerable experience and success in teaching and educational administration. Results from the study indicate that despite some differences in their approaches and their respective educational programs, there were common factors that were instrumental in the record of success experienced by these research participants. Key among these factors were (I.) Positive Relationships with the local community; (II.) Principal or Administrative Mentoring Programs; and (III.) Shared Decision Making. These, and other factors were vital for professional development, improved student academic performance, retention, and engagement, especially for marginalized populations in culturally diverse schools. [Editor Note: Sadly, this article is being published posthumously as the author passed away prior to having the opportunity to integrate the feedback from editors and reviewers after the manuscript was accepted during the early stages of screening manuscripts. Special thanks go to Dr. Ricardo Stanton-Salazar and Dr. Gilberto Conchas as well as the JLER editorial team that the article was revised and re-written to reflect the late Dr. Washington's thinking, albeit that JLER is not responsible for any errors of fact or judgement that may exist in the article.] (As Provided).
Anmerkungen	Center for Leadership, Equity, and Research. 5821 East Rancho Drive, Fresno, CA 93727. Tel: 559-346-8728; Web site: https://journals.sfu.ca/cvj/index.php/cvj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01