Thriving or Surviving? A Phenomenological Inquiry about the Culturally Responsive School Leadership Experiences and Perceptions of Practitioners Immersed in a Doctoral Program

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Autor/in	Yee, Serene Jean
Titel	Thriving or Surviving? A Phenomenological Inquiry about the Culturally Responsive School Leadership Experiences and Perceptions of Practitioners Immersed in a Doctoral Program
Quelle	(2023), (223 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Massachusetts Lowell
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-9674-3
Schlagwörter	Hochschulschrift; Dissertation; Culturally Relevant Education; Leadership; Leadership Styles; Doctoral Students; Student Attitudes; Doctoral Programs; Program Design; Knowledge Level; Skill Development; Doctoral Dissertations; Equal Education; Social Justice + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Führung; Führungsposition; Führungsstil; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten; Programme design; Programmaufbau; Programmplanung; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Soziale Gerechtigkeit
Abstract	This research study explored the culturally responsive school leadership (CRSL) development of a cohort of doctoral students immersed in a Leadership in Schooling program. In this study, a phenomenological qualitative research approach was utilized to capture the essence of each practitioner-leader's personal story as well as to identify and better understand the perceptions and common experiences among the practitioner-leaders who participated in the research. The hypothesis was that Cape University's efforts to design and redesign their Leadership in Schooling doctoral program could improve the CRSL development of their practitioner-leaders to become better equipped to serve students from marginalized communities. Prior research indicates that institutions of higher education should provide courses and curriculum that prepare their students to be culturally relevant educators (Ladson-Billings, 1995) and that CRSL are more primed to meet the schooling needs of students from communities experiencing marginalization (Khalifa et al., 2016). The significance of this study is that it can support the advancement of education doctoral program design, particularly for programs who seek CRSL as a desired outcome. It also emphasizes the importance of measuring CRSL growth, offers suggestions as to how such growth can be measured, and provides considerations of program components that may be created or restructured to better cultivate their students' CRSL development. After analyzing data from a survey, individual interviews, a focus group interview, and participant-selected artifacts, the following major findings were identified: 1) to varying degrees, every doctoral student in this study experienced an increase in their CRSL development in the areas of awareness and knowledge, beliefs and importance, and/or skills and practices and attributed a portion of their growth to the program, and 2) the program's creation and provision of small group chats served as brave spaces for organic intercultural learning where honest sharing, active listening, critical reflection, and CRSL development took place. Other salient findings included that: 1) students' reported the most CRSL growth in their first semester because they engaged in the courses that had the heaviest focus on advancing the underlying principles of cultural competence, 2) students believed their dissertations-in-practice explicitly addressed equity and social justice issues and were meaningful examples of their CRSL growth, and 3) completion of course readings that highlighted equity and social justice issues served to ground students' CRSL development in research. Ultimately, measuring doctoral students' CRSL growth and identifying which program components were most positively influencing CRSL growth, were critical to the shaping and reshaping of the program's design. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01