Flores, Osly
(2017)
The New "Eyes on the Prize": School Leaders' Pursuit of Equity.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
This study uses narrative inquiry to collect the lived experiences of eight school leaders who are guiding their schools under equitable practices. The value of narrative inquiry is that human experience is told and relived through those narrative stories of the past, of the present, and which will influence the future. In the field of education and school leadership, equity is hard to define, understand, and demonstrate. Consequently, there is a need to further study school leaders and their views, practices, and implementation of equity. This study captures school leaders’ conceptions of equity and the processes towards its realization and/or attainment. I present several significant findings using analysis of “resonant threads” and critical race theory.
The findings of this study reveal distinct (and overlapping) perspectives and actions that participants took in their driven commitment toward equity. I (re)position the actions of equitable leadership by identifying two qualities that an equity leader IS NOT: one to withdraw from a challenge or stand down and (when challenging inequalities) one to favor adults over students. Also, I identified these school leaders as being equity leadership-straddlers who through their own positionalities, experiences, and desire to engage with different cultures have gained skills to successfully navigate the school environment and engage with diverse communities.
In revealing their commitment towards equity the participants shared five standpoints: (1) the blending and/or crossing of boundaries between self and students, (2) heartwork, (3) role modeling, (4) as a life imperative, and (5) their principles. Moreover, in the processes of capturing how the participants understand their commitment, they reveal six methods in how they promote equity in their schools: (1) placing race at the forefront of what they deliberate on and what they do, (2) providing access to opportunities for students, (3) bringing in and/or fighting for resources, (4) believing in holistic approaches, (5) having relationships with a network of like-minded colleagues, and (6) modeling equitable practices. Lastly, through the collection of their stories participants reveal one’s drive in the direction of equity is supported with ethical and/or moral principles.
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Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| Date: |
28 September 2017 |
| Date Type: |
Publication |
| Defense Date: |
24 May 2017 |
| Approval Date: |
28 September 2017 |
| Submission Date: |
23 June 2017 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
257 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
school leadership, equity, principal, critical race theory, narrative inquiry, social justice |
| Date Deposited: |
28 Sep 2017 19:52 |
| Last Modified: |
28 Sep 2017 19:52 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/32529 |
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