Knowing Your Audience: Understanding Urban Superintendents' Process of Framing Equitable Change

Autor/inn/en	Coviello, James; DeMatthews, David E.
Titel	Knowing Your Audience: Understanding Urban Superintendents' Process of Framing Equitable Change
Quelle	In: Journal of Educational Administration, 59 (2021) 5, S.582-597 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coviello, James) ORCID (DeMatthews, David E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-07-2020-0164
Schlagwörter	Urban Schools; School District Size; Public Schools; Context Effect; School Community Relationship; Board of Education Role; Stakeholders; Resistance (Psychology); Change Strategies; Advocacy; Superintendents; Leadership Role; Equal Education; Social Justice + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; School districts; Size; Schuleinzugsbereich; Public school; Öffentliche Schule; Resistenz; Lösungsstrategie; Sozialanwaltschaft; Schulrat; Soziale Gerechtigkeit
Abstract	Purpose: The purpose of this study is to understand how superintendents leading large, high-profile and politically complex urban districts make sense of their district-community context and advocate for issues of equity. Design/methodology/approach: This qualitative multi-case study took place over the 2017-18 school year and involved superintendents leading large urban districts in the United States, with data derived from semi-structured interviews, observations of school board and other public meetings and document collection. Findings: This article describes how superintendents' sensemaking around equity was situated within the context of interactions with district board members and other stakeholder groups within their communities and influenced by their sense of professional vulnerability of public advocacy. Leaders often felt the need to attenuate their personal sense of equity and act strategically when framing related policies or practices. This study highlights examples by which superintendents were forced to confront instances when community support and prioritization of equity issues did not match their own and subsequently struggled to make sense of how to frame issues that were not in alignment. Originality/value: Despite their positional authority, relatively little attention has been paid to the experience of school district superintendents in fostering equity. This study provides practical examples of superintendents making sense of complex leadership scenarios and taking strategic action to promote equity in authentic circumstances and has important implications for research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01