Equity Training: The Impact on School Leaders

Autor/in	Sparks, Francesca I.
Titel	Equity Training: The Impact on School Leaders
Quelle	(2023), (163 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, La Sierra University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-5713-3
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; Equal Education; Training; Instructional Leadership; Multicultural Education; Cultural Awareness; Critical Race Theory; Racism; Power Structure; Access to Education; Minority Group Students; Leadership Responsibility; Educational Environment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; Ausbildung; Instruction; Leadership; Bildung; Erziehung; Führung; Multikulturelle Erziehung; Cultural identity; Kulturelle Identität; Rassismus; Education; Access; Zugang; Bildungszugang; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This phenomenological study focused on the impact of equity training on leaders in school districts as it relates to equity and multicultural sensitivity. The critical race theory (CRT) framework provided a vehicle from which to incorporate different perspectives on the experiences of those of the racialized majority. The idea of CRT was to uncover and break down social injustice by challenging racism through understanding racial inequality, privilege, and power dynamics that are pervasive within all educational systems. Equity training in this study proved to have a positive and powerful impact on school leaders through self-awareness, promoting access for students of color, increasing cultural awareness, and committing to social justice. In addition, this study demonstrated that administrators had to remember that it was their responsibility to bring systemic change through policies, procedures, and community relations that would reflect the culture of the students and the community. To conclude, equity training has the ability to bring about positive changes in school leadership. It can be used as a powerful resource to build a healthy school environment and provide equitable learning opportunities for all students, regardless of their racial or ethnic background. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01