Date of Award
5-2017
Culminating Project Type
Dissertation
Degree Name
Educational Administration and Leadership, K-12: Ed.D.
Department
Educational Administration and Higher Education
College
School of Education
First Advisor
John Eller
Second Advisor
Cheryl Lange
Third Advisor
Roger Worner
Fourth Advisor
Plamen Miltenoff
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
educational equity, leadership, systemic inequities, racism
Abstract
Current literature has identified multiple underlying causes for disproportionate and widespread underachievement between student groups: the history of inequities in American education (Noguera, 2012; Singleton, 2015), a prevailing White racial-frame worldview and systemic racism producing implicitly-biased educational policies and practices (Lawrence & Keleher, 2004; Feagin, 2014), and opportunity gaps perpetuating lower educational achievement and attainment by students of color and students from impoverished backgrounds (Jordan, Brown & Gutiérrez, 2010; Noguera, 2012). Educators must critically reflect on the obstacles to achieving educational equity and the lack of access to quality instructional opportunities for students from diverse backgrounds and the impact these barriers have on students’ lives (Nieto & Bode, 2012).
The study focuses on developing a comprehensive understanding of the factors needed to achieve educational equity for all learners (GLEC, 2012, 2016a). Specifically, the study focuses on the actions of the education staff to pursue the key constructs of educational equity through organizational, curricular, and policy practices and by access to rigorous, challenging courses, meaningful participation and engagement, cultural representation and voice, and positive academic and social results and outcomes for all learners, especially those from diverse racial, ethnic, and low socioeconomic backgrounds (Fraser, 2008; GLEC, 2012, 2016a).
The results of the study point out school leaders must enact systemic changes which move “beyond the words” and “beneath the practices” to create equitable learning environments.
Recommended Citation
Shevlin-Woodcock, Cindy N., "Leadership for Educational Equity: Seek Understanding beyond the Words and Beneath the Practices" (2017). Culminating Projects in Education Administration and Leadership. 29.
https://repository.stcloudstate.edu/edad_etds/29
