03/23/2022
By Jason Carter

Global Studies invites you to attend a Ph.D. Dissertation Defense by Fabrice Kandjianga on "Culturally Responsive School Leadership in an Urban High School: A Qualitative Case Study of the Head of School."

Date: April 8
Time: 1 p.m.
Location: Dugan Hall 204

Dissertation Chair: Professor Jenifer Whitten Woodring
Dissertation Committee: Professor Hilary Lustick and Professor Jack Schneider

Abstract:
The focus of this qualitative case study is to describe the Head of School (HOS)’s actions, strategies, and behaviors related to culturally responsive school leadership practices (CRSLP), culturally responsive and inclusive school environments, as well as engaging students and parents in community contexts (Khalifa et al, 2016, Khalifa, 2018). In other words, this study highlights the school leader’s actions, practices, and challenges that address the cultural needs of students, parents and the community. Considering the culturally responsive school leadership (CRSL) framework designed by Khalifa (2018), this study analyzes the school leader practices that embrace students’ cultural backgrounds and create a safe, welcoming, inclusive school environment.

The primary research question at the center of this study is: How and to what extent does the Head of School at Culturetown High School (CHS) exhibit the qualities of a culturally responsive school leader, as defined by Khalifa? In addition to the primary question, the secondary questions investigated (a) to what extent, if any, and (b) in what specific ways, if any, does the Head of School engage in the following activities: supporting school administrators and teachers in being critically self-reflective, supporting school administrators and teachers to have a more positive and accurate understanding of students, families, and their community, creating a culturally responsive and inclusive school environment, and promoting changes in curriculum and school pedagogy that embrace students' cultural backgrounds.

I collected data through interviews, observations, and documents. I then analyzed and coded the data to identify themes and subsequent findings. This study is descriptive in nature. As such, its results were limited to describing the actions, beliefs, practices, and challenges that the (HOS encounters in implementing CRSLP to improve the school climate. Evidence from interviews, observations, and documents shows that the HOS reflects actions identified as culturally responsive school practices according to the CRSL framework defined by Khalifa (2018).

The conclusion highlights the unique characteristics and behaviors that culturally responsive school leaders (CRSLers) entail and how they respond to unique cultural school contexts. Further research is recommended in order to expand the understanding and knowledge of CRSLP and strategies used by school leaders.