Culturally Responsive School Leadership

Abstract

Culturally responsive school leadership (CRSL) has become important to research on culturally responsive education, reform, and social justice education. This comprehensive review provides a framework for the expanding body of literature that seeks to make not only teaching, but rather the entire school environment, responsive to the schooling needs of minoritized students. Based on the literature, we frame the discussion around clarifying strands-critical self-awareness, CRSL and teacher preparation, CRSL and school environments, and CRSL and community advocacy. We then outline specific CRSL behaviors that center inclusion, equity, advocacy, and social justice in school. Pulling from literature on leadership, social justice, culturally relevant schooling, and students/communities of color, we describe five specific expressions of CRSL found in unique communities. Finally, we reflect on the continued promise and implications of CRSL.

From equality and inclusion to cultural pluralism – Evolution and effects of cultural diversity perspectives in schools

“…The lack of intercultural knowledge and experience in turn make it less likely that they include multicultural topics in their teaching (Göbel & Helmke, 2010). A culturally responsive school leadership appears to be critical for ensuring such training takes place, but also for promoting all aspects of a diversity-friendly school context (Khalifa, Gooden, & Davis, 2016).…”

Schools as Acculturative and Developmental Contexts for Youth of Immigrant and Refugee Background

“…In school development research, increasing interest has also been paid to the role of the principal. A concept of culturally responsive school leadership has been put forward (Khalifa, Gooden, & Davis, 2016), yet, we are not aware of any studies linking school leadership to outcomes among immigrant-background students.…”

Making Visible and Acting on Issues of Racism and Racialization in School Mathematics

“…Aren't there inconsistencies between the Ontario government's assertion that "All children and students will be inspired to reach their full potential, with access to rich learning experiences that begin at birth and continue into adulthood" on the one hand and the streaming in school mathematics on the other? Satisfying answers need to be found very quickly as schools become more and more racially and culturally diverse (Khalifa, Gooden, & Davis, 2016). Also, in an increasingly competitive world, denying some students access to high-quality mathematics or other core programming based solely on race and some other superficial demographic factors limits the pool of talents from which some sectors could indeed benefit.…”