Implementing Diversity Plans: Principals' Perception of Their Ability to Address Diversity in Their Schools

Autor/inn/en	Young, Billy L.; Madsen, Jean; Young, Mary Ann
Titel	Implementing Diversity Plans: Principals' Perception of Their Ability to Address Diversity in Their Schools
Quelle	In: NASSP Bulletin, 94 (2010) 2, S.135-157 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-6365
DOI	10.1177/0192636510379901
Schlagwörter	Cultural Pluralism; Principals; Leadership Effectiveness; Student Diversity; Cultural Differences; Instructional Leadership; Strategic Planning; Self Efficacy; Administrator Attitudes; Interviews; Observation; Content Analysis; Position Papers; Educational Administration; Program Implementation + Suchen Sie Ihr Suchwort? Kulturpluralismus; Principal; Schulleiter; Führungseffizienz; Kultureller Unterschied; Instruction; Leadership; Bildung; Erziehung; Führung; Strategy; Planning; Strategie; Planung; Self-efficacy; Selbstwirksamkeit; Interviewing; Interviewtechnik; Beobachtung; Inhaltsanalyse; Positionspapier; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	Traditionally schools in the past were mostly homogenous, but with demographic shifts, schools are becoming more ethnically diverse, disadvantaged, and multilingual. In contrast, the teaching population still reflects that outdated homogenous template: "predominantly white and female," middle-class, and unilingual. This exploratory study examined administrators' perceptions of their ability to implement a diversity plan. Principals were unable to articulate what "diversity" meant in terms of its strategic implementation; they saw no value in addressing their changing student demographics. Principals were ill prepared to lead on issues of diversity and were unable to address conflicts that often occur among diverse demographic groups. Principals had a sense of diversity awareness but lacked the efficacy to address diversity-related issues with teachers and parents. (Contains 2 figures and 1 table.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10