Culture-Based Leadership and Preparation

A Qualitative Metasynthesis of the Literature

Authored by: Vonzell Agosto , Leila R. Dias , Nikia Kaiza , Patricia Alvarez Mchatton , Donna Elam

Handbook of Research on Educational Leadership for Equity and Diversity

Print publication date:  April  2013
Online publication date:  August  2013

Print ISBN: 9780415657457
eBook ISBN: 9780203076934
Adobe ISBN: 9781135128432

10.4324/9780203076934.ch27

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Abstract

In education the concept culture is often invoked in reference to the cultural and linguistic diversity among K-12 students rather than teachers and administrators. This cultural divide is recognized as both a demographic and democratic discrepancy as educators and administrators comprise a more monolingual and monocultural population nationally (Achinstein, Ogawa, Sexton, & Freitas, 2010). Furthermore, the lack of cultural preparedness among educators and administrators to engage cross-culturally in the promotion of equitably excellent education for those representing a broad range of global diversity is often associated with the consistent failures of schools to educate well more than a narrow range of students (Nevarez & Wood, 2007; Smith, 2005). More specifically, students experience biased curriculum and pedagogy and suffer from discriminatory practices related to their diverse cultural values (Rusch, 2004). Schools, accordingly, operate as sites of cultural conflict when the cultural wealth of students from racial and ethnic groups and enclaves is marginalized or perceived or treated as culturally deficient (Delpit, 1995).

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