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Abstract
ABSTRACT
South Pointe Christian School was founded in 1968 at the end of segregated schools in the United States. The initial school student and staff population was all white. However, the school has begun to increase in diversity of staff and student population in recent years. School leaders have been challenged to address the needs of all students. Research has demonstrated effective school leaders have a greater impact on student success (Branch et. al., 2013). SPCS’s student population has continued to become more diverse, giving rise to the need for culturally responsiveness and culturally proficient school leadership . Culturally responsive leadership is necessary for all schools, including schools that do not have a significant minority student population (Khalifa, Gooden, and Davis, 2013).
This action research case study examined the need for Culturally Responsive Leadership in a small private Christian school with a low population of African American students and students of other races. The purpose of this action research is to consider the need for a culturally responsive school culture and reform in a private Christian school. This action research study used the following questions to guide the investigation:
RQ 1: How do leaders and teachers define cultural responsiveness in a Christian School?
RQ 2: How do leaders cultivate a culturally responsive school culture?
RQ 3: What might the Action Research Team learn about establishing a culturally responsive school culture in a Christian school?
Through the use of an action team that included SPCS teachers, and the action research advisory team composed of school leaders, the researcher was able to address the aforementioned questions. The team collected data that included school documents, literature review, focus group interview, leader interviews, and self-reflection. Findings include recommendations for a SPCS Framework of Cultural Responsiveness, development of ongoing professional learning, and the Action Research Team method to improve practice.
INDEX WORDS: Culturally proficient leadership, Cultural proficiency, Culturally responsive leadership, Culturally responsive pedagogy, Social justice leadership theory
South Pointe Christian School was founded in 1968 at the end of segregated schools in the United States. The initial school student and staff population was all white. However, the school has begun to increase in diversity of staff and student population in recent years. School leaders have been challenged to address the needs of all students. Research has demonstrated effective school leaders have a greater impact on student success (Branch et. al., 2013). SPCS’s student population has continued to become more diverse, giving rise to the need for culturally responsiveness and culturally proficient school leadership . Culturally responsive leadership is necessary for all schools, including schools that do not have a significant minority student population (Khalifa, Gooden, and Davis, 2013).
This action research case study examined the need for Culturally Responsive Leadership in a small private Christian school with a low population of African American students and students of other races. The purpose of this action research is to consider the need for a culturally responsive school culture and reform in a private Christian school. This action research study used the following questions to guide the investigation:
RQ 1: How do leaders and teachers define cultural responsiveness in a Christian School?
RQ 2: How do leaders cultivate a culturally responsive school culture?
RQ 3: What might the Action Research Team learn about establishing a culturally responsive school culture in a Christian school?
Through the use of an action team that included SPCS teachers, and the action research advisory team composed of school leaders, the researcher was able to address the aforementioned questions. The team collected data that included school documents, literature review, focus group interview, leader interviews, and self-reflection. Findings include recommendations for a SPCS Framework of Cultural Responsiveness, development of ongoing professional learning, and the Action Research Team method to improve practice.
INDEX WORDS: Culturally proficient leadership, Cultural proficiency, Culturally responsive leadership, Culturally responsive pedagogy, Social justice leadership theory