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 language||English (US)|
|Number of pages||16|
|Journal||Alberta Journal of Educational Research|
|State||Published - Jan 1 2019|
All Science Journal Classification (ASJC) codes