Leading Successful Schools for Culturally and Linguistically Diverse Students
Abstract
Culturally and linguistically diverse (CLD) students who are English learners (ELs) represent over 10% of the overall student population in U.S. public schools. Nevertheless, this population is highly underserved in schools and has some of the lowest graduation rates. This phenomenological research interviewed eight principals to examine how they led successful high schools for CLD students. The purposive sample was selected from school leaders who led public schools for over 5 years in urban districts from three regions in the United States. The researcher examined how successful principals (a) approach leadership when working with CLD students, (b) design schools to support CLD students, and (c) learn to lead schools for CLD students. The culturally and linguistically responsive and socially just leadership anchored this study. The findings showed that principals led and designed their schools to ensure that CLD students graduated from high school within 4 years by (a) centering their leadership approach on equity, drawing from multiple leadership frameworks, (b) strategically designing comprehensive academic programs with high expectations and inclusive support systems, and (c) maintaining a learner’s mentality and practicing continuous learning. The researcher concluded that successful leaders lead and design welcoming, affirming, inclusive, and supportive academic rigorous learning environments conducive to success for all students.
Subject Area
Educational leadership|Bilingual education|Multicultural Education|Linguistics
Recommended Citation
Sánchez-Medina, Mirza Grizelle, "Leading Successful Schools for Culturally and Linguistically Diverse Students" (2024). ETD Collection for Fordham University. AAI31294636.
https://research.library.fordham.edu/dissertations/AAI31294636
