"This Is Not Going to Be a Quick Fix": A Grounded Theory Study Of Superintendents Leading School Integration through Redistricting

Autor/inn/en	Leh, Krista E.; Mayger, Linda Kay; Yuknis, Christina
Titel	"This Is Not Going to Be a Quick Fix": A Grounded Theory Study Of Superintendents Leading School Integration through Redistricting
Quelle	In: Journal of Educational Administration, 61 (2023) 5, S.459-475 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leh, Krista E.) ORCID (Mayger, Linda Kay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-12-2022-0225
Schlagwörter	Superintendents; Racial Integration; Socioeconomic Status; Administrator Attitudes; Administrator Role; Leadership; Cultural Awareness; Leadership Styles; Equal Education; School Desegregation; School District Reorganization; School Districts; School Community Relationship; Public Schools; Elementary Secondary Education; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Schulrat; Rassenintegration; Socio-economic status; Sozioökonomischer Status; Führung; Führungsposition; Cultural identity; Kulturelle Identität; Führungsstil; Integrative Schule; School district; Schulbezirk; Public school; Öffentliche Schule
Abstract	Purpose: This study investigated how superintendents lead the process of within-district racial and socioeconomic integration. Design/methodology/approach: The researchers used Constructivist Grounded Theory methodology to analyze interviews with superintendents, documents and videos from four school districts in suburban, southeastern Pennsylvania. Findings: The emergent "Leadership for In-District Integration" theory indicated that superintendents who led redistricting initiatives aligned their systems for organizational equity only after developing culturally competent leadership practices and building trusting relationships within the school community. Despite these efforts, only two of the four districts achieved racial or socioeconomic balance in the targeted grade levels. In all districts the efforts to integrate their schools for equity were ongoing. Practical implications: The current study's findings indicate that school leaders may face less conflict with constituents about school desegregation if they capitalize on existing needs to redraw district boundaries for other purposes. Superintendents seeking to engage in such work should set clear goals for what constitutes desegregation, view integration as more than demographic balancing and seek support to develop culturally competent leadership practices that build trusting relationships among community members. Originality/value: The Leadership for In-District Integration theory adds conceptual and practical value to the field of educational administration by effectively illustrating what it meant to superintendents to integrate a school system and revealing insights that may help other school leaders make such a change. This research is significant because it is one of the few studies that focuses primarily on leadership factors associated with integration within suburban school districts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01