Conflict in the House: Interethnic Conflict as Change Agent, Change as Conflict Instigator

Constrict in the School Context: The Impact of Ethnic School Diversity on the Quantity and Quality of Friendships

“…Other empirical studies, on the other hand, find that higher ethnic diversity at school can yield more interethnic conflict (Goldsmith 2004). This is especially the case when ethnic groups at school are of equal size (Longshore 1982), when students from different ethnic groups are treated differentially (Walker 1999), and when shared resources are scarce (Blalock 1967). Eventually, the higher interethnic conflict at school may lead to more victimization among students (Agirdag, Demanet, Van Houtte, and Van Avermaet 2011).…”

The Principal's Role in Creating Inclusive Schools for Diverse Students: A Review of Normative, Empirical, and Critical Literature on the Practice of Educational Administration

“…• adopting a personalizing strategy and treating children as individuals rather than as representatives of a social group (Katz, 1999;Sather, 1999;Winfield et al, 1993) • appreciating the cultural knowledge that students bring to school and using it to help teachers and principals learn students' cultures (Katz, 1999;Parker & Shapiro,1993) • embracing interethnic conflict when it occurs and using it as an opportunity for making positive changes (Miron, 1997;Walker, 1999) • creating a caring environment and a high level of cooperation among students, teachers, and families (Deering, 1996;Katz, 1999) • holding high expectations for all students (Baptiste, 1999) • focusing on academic achievement and providing appropriate supports (Cuban, 1989;Dwyer, 1986;Katz, 1999) • reconfiguring school structures through looping and detracking to ensure equal and effective access to instruction (Katz, 1999; • encouraging teachers to examine their practices for possible race, class, or gender biases (Parker & Shapiro, 1993;Reed, 1978;Shakeshaft,1993) • taking strong steps to work with parents, meeting parents in their homes and work sites, establishing linguistic equity by providing translators whenever needed, and developing parent competencies in leadership and other areas (Katz, 1999;Miron, 1997;Parker & Shapiro,1993) • taking an advocacy approach regarding various forms of discrimination or inequity (Bishop, Foster, & Jubala, 1993;Katz, 1999;Korinek, Walther-Thomas, & Laycock, 1992;Lipsky & Gartner,1997;Sears, 1993) • maintaining an environment of critique and deconstructing the regularities of practice that serve to disempower some persons and groups (Keyes et al,1999;Skrtic, 1995).…”

The Principal's Role in Creating Inclusive Schools for Diverse Students: A Review of Normative, Empirical, and Critical Literature on the Practice of Educational Administration

“…The literature on inclusive school cultures mirrors conceptual and empirical work on multicultural and culturally responsive teaching (e.g., Delpit, 1995;Foster, 1995Foster, , 1993Ladson-Billings, 1994; but is far less developed. Much of the knowledge on how principals can foster inclusive school cultures and practices is either normative (e.g., Reed, 1978;Walker, 1997) or is based on modest single case studies. However, both literatures tend to converge on a core set of dimensions of inclusive administrative practice:…”

“…• adopting a personalizing strategy and treating children as individuals rather than as representatives of a social group (Katz, 1999;Sather, 1999;Winfield et al, 1993) • appreciating the cultural knowledge that students bring to school and using it to help teachers and principals learn students' cultures (Katz, 1999;Parker & Shapiro, 1993) • embracing interethnic conflict when it occurs and using it as an opportunity for making positive changes (Miron, 1997;Walker, 1999) • creating a caring environment and a high level of cooperation among students, teachers, and families (Deering, 1996;Katz, 1999) • holding high expectations for all students (Baptiste, 1999) • focusing on academic achievement and providing appropriate supports (Cuban, 1989;Dwyer, 1986;Katz, 1999) • reconfiguring school structures through looping and detracking to ensure equal and effective access to instruction (Katz, 1999; • encouraging teachers to examine their practices for possible race, class, or gender biases (Parker & Shapiro, 1993;Reed, 1978;Shakeshaft, 1993) • taking strong steps to work with parents, meeting parents in their homes and work sites, establishing linguistic equity by providing translators whenever needed, and developing parent competencies in leadership and other areas (Katz, 1999;Miron, 1997;Parker & Shapiro, 1993) • taking an advocacy approach regarding various forms of discrimination or inequity (Bishop, Foster, & Jubala, 1993;Katz, 1999;Korinek, Walther-Thomas, & Laycock, 1992;Lipsky & Gartner, 1997;Sears, 1993) • maintaining an environment of critique and deconstructing the regularities of practice that serve to disempower some persons and groups (Keyes et al, 1999;Skrtic, 1995). Of all of these strategies, advocacy and critique probably go farthest to differentiate liberal administrative practice that promotes "learning for all" from transformative practice that explicitly seeks justice and social transformation.…”