Social justice leadership in urban schools: What do black and Hispanic principals do to promote social justice?

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)146-161
Number of pages16
JournalAlberta Journal of Educational Research
Volume65
Issue number2
StatePublished - Jan 1 2019

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social justice
leadership
school
qualitative research
low income
leader
reform
methodology
language
student

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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