TY - JOUR
T1 - Social justice leadership in urban schools
T2 - What do black and Hispanic principals do to promote social justice?
AU - Sun, Anna
N1 - Funding Information:
This research was conducted as part of the International School Leadership Development Network (ISLDN): Social Justice Strand, a joint research venture sponsored by the British Educational Leadership, Management, and Administration Society (BELMAS), and the University Council for Educational Administration (UCEA). The statements made and views expressed are solely the responsibility of the author. Correspondence concerning this article should be addressed to Dr. Anna Sun, Department of Educational Services and Leadership, Rowan University Herman D. James Hall 3019, 201 Mullica Hill Road, Glassboro, NJ 08028, U.S.A.
Publisher Copyright:
© 2019 The Governors of the University of Alberta.
PY - 2019
Y1 - 2019
N2 - Despite the constant barrage of federal and state initiatives and reforms, many challenges to needy schools still remain. Students in the United States who are from low-income families, who are of color, and for whom English is not their first language, continue to be under-represented, undereducated, and underperform. Utilizing a qualitative research methodology, this study examined how and to what extent black and Hispanic principals working in urban schools were exercising social justice leadership in their schools, sought a better understanding of how they had become social justice leaders, and explored what they had done to promote social justice.
AB - Despite the constant barrage of federal and state initiatives and reforms, many challenges to needy schools still remain. Students in the United States who are from low-income families, who are of color, and for whom English is not their first language, continue to be under-represented, undereducated, and underperform. Utilizing a qualitative research methodology, this study examined how and to what extent black and Hispanic principals working in urban schools were exercising social justice leadership in their schools, sought a better understanding of how they had become social justice leaders, and explored what they had done to promote social justice.
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M3 - Article
AN - SCOPUS:85069700104
SN - 0002-4805
VL - 65
SP - 146
EP - 161
JO - Alberta Journal of Educational Research
JF - Alberta Journal of Educational Research
IS - 2
ER -