Developing Urban School Leaders: Building on Solutions 15 Years after the Los Angeles Riots

Autor/inn/en	Nevarez, Carlos; Wood, J. Luke
Titel	Developing Urban School Leaders: Building on Solutions 15 Years after the Los Angeles Riots
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 42 (2007) 3, S.266-280 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
Schlagwörter	Urban Schools; Equal Education; Professional Training; Instructional Leadership; Leadership Training; Violence; Social Bias; Social Theories; Political Issues; Socioeconomic Influences; Access to Education; Culturally Relevant Education; Cultural Pluralism; Educational Environment; Student Diversity; Minority Groups; African American Students; Hispanic American Students; Asian American Students; White Students; Disproportionate Representation; Low Achievement; California + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Berufliche Fachbildung; Berufliche Fortbildung; Instruction; Leadership; Bildung; Erziehung; Führung; Führungslehre; Gewalt; Gesellschaftstheorie; Politischer Faktor; Sozioökonomischer Faktor; Education; Access; Zugang; Bildungszugang; Kulturpluralismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ethnische Minderheit; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Unterdurchschnittliche Leistung; Kalifornien
Abstract	The 15th Anniversary of the Los Angeles riots serves as an impetus to continue efforts in addressing how institutionalized theories, norms, and practices in schools and society lead to social, political, economic, and educational inequalities. The challenges of school inequalities continue to be chronic and remain unresolved through traditional practices, scholarship, theory, and professional training of school leaders. The intersection between urban school leadership and diversity is examined through critically reviewing hurdles that school leaders encounter, such as low socioeconomics, low representation of leaders of color, violence, and academic underachievement. We argue that urban school leaders can change school conditions by facilitating the development of proficient and culturally-competent teachers and administrators, and creating a positive school climate. Two existing frameworks were used to guide the researchers in the development of the Leadership in Diversity Continuum Model (LDCM) that can help guide leaders in their efforts to transform schools through an introspective analysis of their own identity development. (Contains 5 notes.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10