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How Middle and High School Principals Provide Culturally Responsive Leadership for Underrepresented Students in STEM : = A Qualitative Comparative Case Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	How Middle and High School Principals Provide Culturally Responsive Leadership for Underrepresented Students in STEM :/
Reminder of title:	A Qualitative Comparative Case Study.
Author:	Sanderson, Kenneth Jerome.
Description:	1 online resource (438 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-01, Section: A.
Contained By:	Dissertations Abstracts International85-01A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798379767501

How Middle and High School Principals Provide Culturally Responsive Leadership for Underrepresented Students in STEM : = A Qualitative Comparative Case Study.
Sanderson, Kenneth Jerome.

How Middle and High School Principals Provide Culturally Responsive Leadership for Underrepresented Students in STEM :A Qualitative Comparative Case Study. - 1 online resource (438 pages)

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

Thesis (Ed.D.)--Illinois State University, 2023.

Includes bibliographical references

This study explored how principals who have experienced success in working with underrepresented students in STEM have challenged inequitable practices and transformed the culture of their schools so that all students can thrive. A purposeful sampling strategy was used to identify four principals who served as the cases for the study. The research revealed that culturally responsive school leadership (CRSL) behaviors and practices were regularly used by the principals to provide a STEM program that was responsive to the needs of underrepresented students. The principals in the study formed a critical consciousness by engaging in self-reflection about their leadership practices and displaying courageous leadership when confronted by attitudes, behaviors, and mandates that compromised the ability of their schools to provide high quality STEM instruction for all students. The principals engaged marginalized students by fostering positive relationships with students, providing students with voice, maintaining high expectations for all students, and securing a culturally responsive curriculum. The principals empowered community involvement in their schools by developing strategic partnerships, enlisting STEM role models and mentors for minoritized students, and fostering meaningful relationships with parents and community members. The principals developed a culturally responsive teaching staff in their schools by hiring for mission, leveraging professional development, encouraging teachers to reflect on their attitudes and practices, and promoting an equitable and inclusive school environment. The findings from this study suggest that culturally responsive school leadership (CRSL) is efficacious for increasing the interest, persistence, and success of students who have been minoritized in STEM.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379767501Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Culturally responsive school leadershipIndex Terms--Genre/Form:

554714
Electronic books.

How Middle and High School Principals Provide Culturally Responsive Leadership for Underrepresented Students in STEM : = A Qualitative Comparative Case Study.
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