Abstract
This chapter reviews the research on leadership preparation for social justice independently as well as through two overlapping bodies of research: social justice leadership and leadership preparation. In our review we argue that in spite of calls by researchers across the field of educational administration, the literature that specifically focuses on leadership preparation for social justice by and large remains limited. Our central arguments in light of this review are that:
- 1.
More effort is needed to ensure that school leaders are prepared to lead schools with diverse students in ways that lead to equitable outcomes.
- 2.
Multiple tensions in the research need to be resolved before leadership preparation for social justice can be fully realized, including issues regarding candidate selection, faculty readiness, connection to standards, and program supports in the field.
- 3.
More and different kinds of research are required to better understand how to address the first two arguments.
Finally, we raise questions about how changing preparation programs to focus on social justice by using the frameworks found in the literature may in a paradoxical way limit the impact of true social justice leadership by focusing only those already oriented toward social justice rather than seeking to develop the capacities in all aspiring school leaders.
This is a preview of subscription content, log in via an institution.
References
Agarwal, R. (2011). Negotiating visions of teaching: Teaching social studies for social justice. Social Studies Research and Practice, 6(3), 52–64.
Anderson, E., Winn, K. M., Young, M. D., Groth, C., Korach, S., Pounder, D., & Rorrer, A. K. (2017). Examining university leadership preparation: An analysis of program attributes and practices. Journal of Research on Leadership Education, 13, 375. https://doi.org/10.1777/194277511735873
Angelides, P. (2012). Forms of leadership that promote inclusive education in Cypriot schools. Educational Management Administration & Leadership, 40(1), 21–36. https://doi.org/10.1177/1741143211420614
Angelides, P., Antoniou, E., & Charalambous, C. (2010). Making sense of inclusion for leadership and schooling: A case study from Cyprus. International Journal of Leadership in Education, 13(3), 319–334.
Barakat, M., Reames, E., & Kensler, L. A. (2018). Leadership preparation programs: Preparing culturally competent educational leaders. Journal of Research on Leadership Education. https://doi.org/10.1777/1942775118759070
Bogotch, I. E. (2000). Educational leadership and social justice: Practice into theory. Journal of School Leadership, 12(2), 138–156.
Brown, K. M. (2004). Leadership for social justice and equity: Weaving a transformative framework and pedagogy. Educational Administration Quarterly, 40(1), 77–108. https://doi.org/10.1177/0013161X03259147
Camarota, S., & Zeigler, K. (2015, April). Immigrant population to hit highest percentage ever in 8 years. Retrieved from https://cis.org/sites/cis.org/files/immigration-population-highest.pdf
Cambron-McCabe, N., & McCarthy, M. (2005). Educating school leaders for social justice. Educational Policy, 19(1), 201–222. https://doi.org/10.1177/0895904804271609
Capper, C. A., Theoharis, G., & Sebastian, J. (2006). Toward a framework for preparing leaders for social justice. Journal of Educational Administration, 44(3), 209–224. https://doi.org/10.1108/09578230610664814
Crow, G. M., & Whiteman, R. S. (2016). Effective preparation program features: A literature review. Journal of Research on Leadership Education, 11(1), 120–148. https://doi.org/10.1177/1942775116634694
Dantley, M. E. (2002). Uprooting and replacing positivism, the melting pot, multiculturalism, and other impotent notions in educational leadership through an African American perspective. Education and Urban Society, 34(3), 334–352. https://doi.org/10.1177/0013124502034003004
Davis, S. H., & Darling-Hammond, L. (2012). Innovative principal preparation programs: What works and how we know. Planning and Changing, 43(1–2), 25–45.
Diem, S., & Carpenter, B. W. (2012). Social justice & leadership preparation: Developing a transformative curriculum. Planning and Changing, 43(1/2), 96–112.
Dover, A. G. (2013). Getting “up to code”: Preparing for and confronting challenges when teaching for social justice in standards-based classrooms. Action in Teacher Education, 35(2), 89–102. https://doi.org/10.1080/01626620.2013.770377
Duncan, A. (2009). A call to teaching [Transcript]. Retrieved from https://www2.ed.gov/news/speeches/2009/10/10092009.html
Esposito, J., Davis, C., & Swain, C. (2012). Urban educators’ perceptions of culturally relevant pedagogy and school reform mandates. Journal of Educational Change, 13(2), 235–258. https://doi.org/10.1007/s10833-011-9178-6
Furman, G. (2012). Social justice leadership as praxis: Developing capacities through preparation programs. Educational Administration Quarterly, 48, 191–229. https://doi.org/10.1177/0013161X11427394
Galloway, M. K., & Ishimaru, A. M. (2015). Radical recentering: Equity in educational leadership standards. Educational Administration Quarterly, 51(3), 372–408. https://doi.org/10.1177/0013161X15590658
Garza, E. (2008). Autoethnography of a first-time superintendent: Challenges to leadership for social justice. Journal of Latinos and Education, 7(2), 163–176. https://doi.org/10.1080/15348430701828749
Gewirtz, S. (1998). Conceptualizing social justice in education: Mapping the territory. Journal of Education Policy, 13(4), 469–484. https://doi.org/10.1080/0268093980130402
Gooden, M. A., & Dantley, M. (2012). Centering race in a framework for leader- ship preparation. Journal of Research on Leadership Education, 7(2), 237–253. https://doi.org/10.1177/1942775112455266
Grissmer, D. W., Flanagan, A., Kawata, J. H., & Williamson, S. (2000). Improving student achievement: what state NAEP test scores tell us. Choice Reviews Online, 38(07), 38-4019-38-4019. Retrieved from https://www.rand.org/content/dam/rand/pubs/monograph_reports/2000/MR924.pdf
Hawley, W., & James, R. (2010). Diversity-responsive school leadership. UCEA Review, 51(3), 1–5.
Heck, R. H. (1992). Principals’ instructional leadership and school performance: Implications for policy development. Educational Evaluation and Policy Analysis, 14(1), 21. https://doi.org/10.2307/1164525
Hess, F. M., & Kelly, A. P. (2007). Learning to lead: What gets taught in principal-preparation programs. Teachers College Record, 109(1), 244–274.
Jacobson, S., McCarthy, M., & Pounder, D. (2015). What makes a leadership preparation program exemplary? Journal of Research on Leadership Education, 10(1), 63–76. https://doi.org/10.1177/1942775115569420
Khalifa, M. (2013). Promoting our students: Examining the role of school leadership in the self-advocacy of at-risk students. Journal of School Leadership, 23(5), 751–788.
Kosciw, J. G., Greytak, E. A., Bartkiewicz, B. J., Boesen, M. J., & Palmer, N. A. (2012). 2011 School climate survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation’s schools. Retrieved from http://www.glsen.org/sites/default/files/2011%20National%20School%20Climate%20Survey%20Full%20Report.pdf
Kose, B. W. (2009). The principal’s role in professional development for social justice. Urban Education, 44(6), 628–663. https://doi.org/10.1177/0042085908322707
Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28(1), 27–42. https://doi.org/10.1080/13632430701800060
Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. New York, NY: Wallace Foundation.
Leithwood, K., & Riehl, C. (2003, January). What we know about successful leadership, laboratory for student success. Retrieved from http://olms.cte.jhu.edu/olms2/data/ck/file/What_we_know_about_SchoolLeadership.pdf
Mansfield, K. C. (2014). How listening to student voices informs and strengthens social justice research and practice. Educational Administration Quarterly, 50(3), 392–430. https://doi.org/10.1177/0013161x13505288
Marshall, C. (2004). Social justice challenges to educational administration: Introduction to a special issue. Educational Administration Quarterly, 40(1), 3–13. https://doi.org/10.1177/0013161X03258139
McKenzie, K. B., Christman, D. E., Hernandez, F., Fierro, E., Capper, C. A., Dantley, M., …, Scheurich, J. J. (2008). From the field: A proposal for educating leaders for social justice. Educational Administration Quarterly, 44(1), 111–138. https://doi.org/10.1177/0013161X07309470
McKenzie, K. B., & Scheurich, J. J. (2004). Equity traps: A useful construct for preparing principals to lead schools that are successful with racially diverse students. Educational Administration Quarterly, 40(5), 601–632. https://doi.org/10.1177/0013161X04268839
Murphy, J. (2005). Unpacking the foundations of ISLLC standards and addressing concerns in the academic community. Educational Administration Quarterly, 41(1), 154–191. https://doi.org/10.1177/0013161X04269580
National Center for Educational Statistics. (2016, May). The condition of education – Elementary and secondary education – student effort, persistence and progress – Public High School Graduation Rates. Retrieved from https://nces.ed.gov/programs/coe/indicator_coi.asp
National Policy Board for Educational Administration. (2015). Professional standards for educational leaders. Reston, VA: NPBEA.
Obiakor, F. E., & Algozzine, B. (2016). Preparing teachers for our racially, culturally, and linguistically diverse society: Imperatives for educator preparation programs. Multicultural Learning and Teaching, 11(2). https://doi.org/10.1515/mlt-2016-0013
Ortman, J. M., & Guarneri, C. E. (2009). United States population projections: 2000 to 2050. Retrieved from https://census.gov/content/dam/Census/library/working-papers/2009/demo/us-pop-proj-2000-2050/analytical-document09.pdf
Raudenbush, S. W. (2004). Schooling, statistics, and poverty: Can we measure school improvement? Retrieved from Educational Testing Service website: http://files.eric.ed.gov/fulltext/ED486417.pdf
Reardon, S. F., & Galindo, C. (2009). The Hispanic-White achievement gap in math and reading in the elementary grades. American Educational Research Journal, 46(3), 853–891. https://doi.org/10.3102/0002831209333184
Salisbury, C. L. (2006). Principals’ perspectives on inclusive elementary schools. Research and Practice for Persons with Severe Disabilities, 31(1), 70–82. https://doi.org/10.2511/rpsd.31.1.70
Sleeter, C. E. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47(3), 562–584. https://doi.org/10.1177/0042085911431472
Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2), 221–258. https://doi.org/10.1177/0013161X06293717
Trujillo, T., & Cooper, R. (2014). Framing social justice leadership in a university-based preparation program: The University of California’s Principal Leadership Institute. Journal of Research on Leadership Education, 9(2), 142–167. https://doi.org/10.1177/1942775114525046
United States Census Bureau. (2016, September). Income and poverty in the United States 2016. Retrieved from https://www.census.gov/content/dam/Census/library/publications/2016/demo/p60-256.pdf
Vanneman, A., Hamilton, L., Baldwin Anderson, J., & Rahman, T. (2009). Achievement gaps: How black and white students in public schools perform in mathematics and reading on the National Assessment of Educational Progress (NCES 2009–455). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this entry
Cite this entry
Stone-Johnson, C., Wright, C. (2019). Leadership Preparation for Social Justice in Educational Administration. In: Papa, R. (eds) Handbook on Promoting Social Justice in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-74078-2_73-1
Download citation
DOI: https://doi.org/10.1007/978-3-319-74078-2_73-1
Received:
Accepted:
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-74078-2
Online ISBN: 978-3-319-74078-2
eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education