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How Principals Perpetuate or Disrupt Educational Inequity: A Mixed-Methods Study on the Conceptualizations and Responses of Suburban Elementary School Principals to Changing Diverse Student Populations.

Record Type:	Electronic resources : Monograph/item
Title/Author:	How Principals Perpetuate or Disrupt Educational Inequity: A Mixed-Methods Study on the Conceptualizations and Responses of Suburban Elementary School Principals to Changing Diverse Student Populations./
Author:	Horne, Thuong.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	235 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28543358
ISBN:	9798534669305

How Principals Perpetuate or Disrupt Educational Inequity: A Mixed-Methods Study on the Conceptualizations and Responses of Suburban Elementary School Principals to Changing Diverse Student Populations.
Horne, Thuong.

How Principals Perpetuate or Disrupt Educational Inequity: A Mixed-Methods Study on the Conceptualizations and Responses of Suburban Elementary School Principals to Changing Diverse Student Populations. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 235 p.

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

Thesis (Ed.D.)--Concordia University Irvine, 2021.

This item must not be sold to any third party vendors.

The purpose of this mixed-methods study was to understand how traditional public school principals conceptualize and respond to increasing racial, ethnic, cultural, socioeconomic, and linguistic diversity in suburban elementary schools and whether such responses reproduce or disrupt educational inequity. Data was analyzed using Critical Race Theory as a theoretical framework in order to examine principals' conceptualizations through the lens of race and racism.Analysis found an overarching theme of racism as systemic issue vs racism as individualistic issue. Principals' practices were found to align with state and school district mandates. Recommendations for administrative preparation programs and district professional development to support principals to be explicitly prepared to address educational equity using a critical race lens.

ISBN: 9798534669305Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Critical Race Theory

How Principals Perpetuate or Disrupt Educational Inequity: A Mixed-Methods Study on the Conceptualizations and Responses of Suburban Elementary School Principals to Changing Diverse Student Populations.
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500 $a Advisor: Collins, Deborah.
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520 $a The purpose of this mixed-methods study was to understand how traditional public school principals conceptualize and respond to increasing racial, ethnic, cultural, socioeconomic, and linguistic diversity in suburban elementary schools and whether such responses reproduce or disrupt educational inequity. Data was analyzed using Critical Race Theory as a theoretical framework in order to examine principals' conceptualizations through the lens of race and racism.Analysis found an overarching theme of racism as systemic issue vs racism as individualistic issue. Principals' practices were found to align with state and school district mandates. Recommendations for administrative preparation programs and district professional development to support principals to be explicitly prepared to address educational equity using a critical race lens.
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