School-Based Personnel Advocacy for Undocumented Students through Collective Leadership in Urban Schools: A Comparative Case Study

Autor/inn/en	Rodriguez, Sophia; Crawford, Emily R.
Titel	School-Based Personnel Advocacy for Undocumented Students through Collective Leadership in Urban Schools: A Comparative Case Study
Quelle	In: Journal of Research on Leadership Education, 18 (2023) 3, S.347-377 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodriguez, Sophia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/19427751221081887
Schlagwörter	Advocacy; Undocumented Immigrants; Social Justice; Instructional Leadership; Principals; Administrator Attitudes; Assistant Principals; Comparative Analysis; Case Studies; Administrator Role; Equal Education; Decision Making; Leadership Styles; Urban Schools; Law Enforcement; Public Policy; Administrator Characteristics; Middle School Students; Institutional Characteristics; Social Work; Counselor Attitudes; English Language Learners; New York (New York); Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; Illegaler Aufenthalt; Soziale Gerechtigkeit; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Case study; Fallstudie; Case Study; Decision-making; Entscheidungsfindung; Führungsstil; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Gesetzesvollzug; Öffentliche Ordnung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Soziale Arbeit
Abstract	This study examines how school-based personnel (i.e., principals, assistant principals, and school social workers) defined and engaged in collective leadership to support undocumented students. This instrumental, comparative case study explores their roles, relational processes, and the extent to which school-based personnel's relationships expanded or inhibited advocacy and equity work. Findings showcase a continuum of collective leadership, role management, and boundary work that influence advocacy for immigrant students. This research expands understandings of collective leadership, decision-making, and engagement with immigrant students. Implications for a social justice-oriented collective leadership model are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01