HOW PRINCIPALS PERPETUATE OR DISRUPT EDUCATIONAL INEQUITY: A MIXEDMETHODS STUDY ON THE CONCEPTUALIZATIONS AND RESPONSES OF SUBURBAN ELEMENTARY SCHOOL PRINCIPALS TO CHANGING DIVERSE STUDENT POPULATIONS

dc.contributor.authorHorne, Thuong
dc.date.accessioned2021-06-10T16:49:52Z
dc.date.available2021-06-10T16:49:52Z
dc.date.issued2021-05
dc.description.abstractThe purpose of this mixed-methods study was to understand how traditional public school principals conceptualize and respond to increasing racial, ethnic, cultural, socioeconomic, and linguistic diversity in suburban elementary schools and whether such responses reproduce or disrupt educational inequity. Data was analyzed using Critical Race Theory as a theoretical framework in order to examine principals’ conceptualizations through the lens of race and racism. Analysis found an overarching theme of racism as systemic issue vs racism as individualistic issue. Principals’ practices were found to align with state and school district mandates. Recommendations for administrative preparation programs and district professional development to support principals to be explicitly prepared to address educational equity using a critical race lens.en_US
dc.identifier.urihttp://hdl.handle.net/11414/3470
dc.language.isoen_USen_US
dc.titleHOW PRINCIPALS PERPETUATE OR DISRUPT EDUCATIONAL INEQUITY: A MIXEDMETHODS STUDY ON THE CONCEPTUALIZATIONS AND RESPONSES OF SUBURBAN ELEMENTARY SCHOOL PRINCIPALS TO CHANGING DIVERSE STUDENT POPULATIONSen_US

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