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作者

来源

EDUCATION AND URBAN SOCIETY,Vol.49,Issue2,P.203-228

语言

英文

关键字

social justice; educational leaders; principals; equity audits; EDUCATIONAL-LEADERSHIP; ACADEMIC-ACHIEVEMENT; DIVERSITY; TEACHERS; SCHOOL; BELIEFS; POVERTY; COLOR; RACE; GAP

作者单位

[Hernandez, Frank] Univ Texas Permian Basin, Coll Educ, 4901 East Univ, Odessa, TX 79762 USA. [Marshall, Joanne] Iowa State Univ, Educ Leadership & Policy Studies Dept, Ames, IA USA. Hernandez, F (reprint author), Univ Texas Permian Basin, Coll Educ, 4901 East Univ, Odessa, TX 79762 USA. E-Mail: hernandez_f@utpb.edu

摘要

While much has been written about preparing educational leaders to lead for social justice, much less has been written about how to do so. This study is one of the first to analyze the reflections and written assignments of aspiring administrators to determine what they are currently thinking about poverty, race/ ethnicity, and social justice leadership and how that thinking is shaped throughout one course. Results indicate that students were variable in their individual reflections, but that assignments, which required them to analyze the inequities in their schools and develop an implementation plan, led all of these aspiring administrators to seek to redress those inequities. The article discusses implications for other programs, which prepare educational leaders.