Leading Equity Teams: The Role of Formal Leaders in Building Organizational Capacity for Equity

Galloway, Mollie K.; Ishimaru, Ann M.

doi:10.1080/10824669.2019.1699413

Cited by 26 publications

(44 citation statements)

References 37 publications

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“…Equity must promote academic results and quality [15], so that students can access higher education and thus break the inequality gap [16]. Therefore, it is essential to promote compensatory educational policies (schooling, resources, or scholarships and study aids) [4] and to develop organizational and cultural aspects in educational centers [17][18][19][20][21] to encourage leadership practices [6,13,17]. The interest in creating a more equitable educational system is evident [2,26].…”

Section: Discussionmentioning

confidence: 99%

“…There are also other measures to promote equity. One such measure is the cultural and organizational organization of educational centers [17][18][19][20][21]. Schools must promote routines and practices that encourage educational leadership.…”

Section: Introductionmentioning

confidence: 99%

“…Schools must promote routines and practices that encourage educational leadership. This leadership should favor the entire educational community, focusing mainly on teachers, parents, and students [17]. In this sense, educational leadership [6,13] appears as a dynamic element of educational practices based on equity and social justice.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Term Equity in Education: A Literature Review with Scientific Mapping in Web of Science

Santos

Moreno-Guerrero

Marín-Marín

et al. 2020

IJERPH

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The term “equity” (EQUI) is a complex concept to be defined, because it depends on many factors, mainly political ideals. The objective of this research is to determine the evolution and development of the term equity in education by the scientific community. The main objective is to identify the scientific production and performance of the term equity in the field of education. The research method developed is based on bibliometrics, specifically on the technique of scientific mapping, and a process of quantification, analysis, evaluation and estimation of scientific documents was developed. The results indicate there is no established line of research or strong connections between the themes. This shows the existing variety of research on the term equity. Thus, the trend in research on the term equity is focused on the early periods of study on the students’ diversity in order to evolve to more concrete and specific aspects of equity, such as gender and race. It is concluded that the theoretical framework of reference shows how equity should be incorporated into the education system under the parameters of equal opportunities, of equality in access to higher education, regardless of gender or socio-cultural background.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Term Equity in Education: A Literature Review with Scientific Mapping in Web of Science

Santos

Moreno-Guerrero

Marín-Marín

et al. 2020

IJERPH

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“…The primary change at the end of the year related to expanded understandings of team members and to the increased frequency and focus of conversations between educators about issues of race and equity. There were a few changes to individual practice but no collective changes to practice or schooling structures as a result of team meetings (see Galloway & Ishimaru, 2019, for more information about team processes and organizational routines).…”

Section: Study Sitesmentioning

confidence: 99%

Hearts and Minds First: Institutional Logics in Pursuit of Educational Equity

Ishimaru

Galloway

2020

Educational Administration Quarterly

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Purpose:Despite an explosion of professional development to help educators discuss issues of race and equity, expectations for addressing racial disparities outstrip current leadership practices, and scant empirical research exists on the organizational changes that emerge from the work of equity teams. This study examined equity teams’ theories of organizational change for equity and how those theories related to their efforts to change school policies and practices. Research Methods/Approach: Drawing on institutional logics from organizational theory, this comparative case study examined transcripts and fieldnotes from 22 meetings and 27 interviews with two school equity teams in diverse contexts in the Pacific Northwest. Findings: Despite differences in the principals, team conversations, and organizational contexts, we found that both teams’ discussions asserted a primary theory of change for shifting schools toward greater equity. According to this “commonsense” notion, efforts to become more equitable as a school first require shifts in individuals’ understandings, beliefs, and attitudes—changes to “hearts and minds”— prior to engaging in other actions to address organizational change. Ultimately, our findings suggest that the dominance of a hearts-and-minds-first theory of change constrained changes to organizational policies, structures and practices. Conclusions: Alternative theories of change to catalyze equity-focused organizational shifts hold promise for fostering educational justice. Future participatory design research with schools may yield knowledge of multiyear organizational change.

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“…A study conducted by Galloway and Ishimaru that examines the role that formal leaders can play in creating routines and practices to encourage and maintain educational unit leadership from a team of educators, parents, and students who focus on equality in schools that results in an expansion of the concept of leadership from position authority, as well as routines that strengthen the principal as an individual with strength. Furthermore, they highlighted the methods of education units that appeared but were limited to supporting the ongoing involvement of the team with data focused on equity over time to inform sustainable repetitive improvement (Galloway and Ishimaru, 2020). Galloway and Ishimaru conclude that maintaining equality-based improvement work requires an essential role for leaders who focus on social justice in building this routine towards developing the capacity of others in the education unit.…”

Section: Equitable Education Formalmentioning

confidence: 99%

Educational Policy

Musbaing¹

2020

IJAE.j.asia.edu

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This paper seeks to offer an interpretation of the significance of the core of education in an attempt to achieve public policy goals. Some publications addressing approaches, techniques, and models of learning as a means of understanding the ideal education, but there are still deficiencies attributable to educators or adults who do not see the environment as a place of training. The paper aims to provide parents, teachers, and the community with knowledge so that education is a joint obligation so that cooperation in the education system is complete. "Tri Pusat Pendidikan" are three critical elements that play an essential role in learning and become the center of educational activities, namely family education (informal education), school training (formal education), and social education (non-formal culture). The "Tri Pusat Pendidikan" idea means that learning can be done anywhere and at any time, being a mutual obligation. This principle says the society and family have a balanced responsibility for the success of education offenders, and that it is not just schools that are made and regulated as organizations that have a great (full) responsibility for the success of individuals in their educational cycle.

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Leading Equity Teams: The Role of Formal Leaders in Building Organizational Capacity for Equity

Cited by 26 publications

References 37 publications

The Term Equity in Education: A Literature Review with Scientific Mapping in Web of Science

The Term Equity in Education: A Literature Review with Scientific Mapping in Web of Science

Hearts and Minds First: Institutional Logics in Pursuit of Educational Equity

Educational Policy

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