Author(s): Mary E. Gardiner, Ernestine K. Enomoto
Published: 2006 in Urban Education
URL to article
Research Focus Area: Strategic planning strategies for school leaders
Abstract:
This study focuses on the role of urban school principals as multicultural leaders. Using cross-case analysis, the authors describe what 6 practicing principals do in regard to multicultural leadership. The findings suggest that although multicultural preparation was lacking for these principals, some did engage in work that promoted diversity in their daily activities. All principals dealt with multicultural issues, usually focusing on individual students or specific programs to accommodate immigrants or refugees. Although some principals held high expectations for all, others were less aware of the connection between affirming diversity and student achievement. Recommendations are made to support principals in their work.
Research Question(s):
How did principals in an urban public school district address “the multicultural issues facing their schools”?
Methods:
Ethnography
Setting:
4 elementary schools and 2 high schools in an urban public school district
Key Findings:
Principals felt that they had little preparation to become multicultural school leaders. “All 6 principals had roles as multicultural leaders in dealing with diversity issues in their respective schools. All principals were generally empathetic with new immigrants, attempting to demonstrate cultural sensitivity and appreciating the cultural diversity brought to the school by students from as near as Mexico and as far away as Afghanistan. But although some administrators held high expectations for all youngsters, others maintained deficit views about certain groups of students” (577).
Implications:
Evaluation of teachers (and principals) could include multicultural proficiency as a dimension of evaluation. In predominantly White schools, there is a need for school administrators to be attentive to issues of racism, intolerance, and prejudice (579). “As issues of equity, excellence, and social justice are addressed in the schools, principals are more likely to be successful if they receive consistent reinforcement and support from their district-level administrators… Finally, to integrate multicultural leadership principles within one’s practice, school principals can be encouraged to be self-reflective and to critique their own school sites and context” (580).
Limitations:
Limited sample size, all six principals in the study were identified as Caucasian.