Premium
Culturally responsive practice and the role of school administrators
Author(s) -
Minkos Marlena L.,
Sassu Kari A.,
Gregory Jess L.,
Patwa Shamim S.,
Theodore Lea A.,
FemcBagwell Michele
Publication year - 2017
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22072
Subject(s) - equity (law) , multiculturalism , diversity (politics) , pedagogy , cultural diversity , educational equity , cultural pluralism , multicultural education , psychology , public relations , professional development , medical education , political science , sociology , medicine , law
In recent years, student populations within public schools in the United States have become increasingly diverse, both culturally and linguistically, and are projected to continue to grow in diversity in the future. Consequently, educators must be prepared to support the needs and education of students with multicultural backgrounds who may differ from them. School administrators play an important role in creating safe, accepting school environments and guiding the education of diverse student populations. However, there is a need for additional guidance for school leaders in cultivating schools that promote equity for all students. Using the National Policy Board for Educational Administration (NPBEA) Professional Standards for Educational Leaders as a guiding framework, this paper provides practical suggestions regarding culturally responsive strategies and practices that school administrators might employ in leading diverse school communities.