Secondary administrative and leadership teams continuously search for practices that bolster cultural proficiency to address increasingly diverse student cohorts. This qualitative case study identifies the culturally responsive school leadership (CRSL) behaviors and expressions of 24 high school administrative and leadership team members in a suburban school district in Utah. Data reveals how each team demonstrates the behaviors and expressions of CRSL framework and how these behaviors and expressions position each school on the culturally proficient continuum. Superimposing the CRSL behaviors and expressions on the cultural proficiency continuum provides a current reality for administrative and leadership teams to assess their tipping points and how to move toward cultural proficiency.

The aim of this quantitative study was to explore the connection between self-perceived cultural proficiency among school leaders and the discipline gap for Black students in high schools in North Texas. The study sought to achieve this by (a) identifying the level of cultural proficiency perceived by school leaders, (b) examining the disciplinary rates of Black students in each participating high school, and (c) exploring how school administrators' beliefs regarding cultural proficiency impacted the disciplinary rates of Black students on their campuses. To assess their implementation of cultural proficiency practices, Hine's cultural proficiency leadership framework was utilized. The study found a significant positive correlation between the total cultural proficiency score and the number of out-of-school suspensions for Black students, while a negative correlation was observed for White students. Additionally, a positive correlation was observed between the total cultural proficiency score and the number of in-school suspensions for Black students, while no statistically significant correlation was found for White students. The participants in the study met three criteria: (a) working at a 5A or 6A UIL-identified campus in North Texas, (b) having at least 9% of the student population identified as Black and African American, and (c) serving as school leaders responsible for assigning exclusionary discipline.

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The purpose of this qualitative study was to determine the cultural competence of district leaders and their potential resulting influence on campus leaders in the face of a rapidly changing educational and community landscape. A secondary purpose was to ascertain district and school leaders' placement on the cultural proficiency continuum to gain a greater understanding of (a) the potential effect, if any, that district leaders' level of cultural competency had on the cultural competency of campus leaders, and (b) how the cultural competency level of both district and campus leaders influenced district policies, practices, and school climate. The analysis and interpretation of findings of this research study were based on a conceptual framework, informed by the six constructs of the cultural proficiency continuum as developed by R. Lindsey, Nuri-Robins, D. Lindsey and Terrell. Four district office leaders and three campus principals, from the same district, were selected as participants. The campus principals represented elementary, middle, and high schools. Data were gathered from semi-structured face-to-face interviews with each participant, three meeting observations, and document analysis. Findings revealed evidence of a strong relationship between district leaders' cultural competence, campus principals' cultural competence, and district policies and procedures. There was also a direct relationship between the district leaders' cultural competence levels and their direct reports' level of cultural competence. This study can afford school districts an opportunity to recognize the value and implications of culturally proficient leaders, as they serve all students.

Closing the achievement gap is a key concern for educational leaders. Research has indicated that principals’ actions directly and indirectly influence student learning. The purpose of this case study was to explore cultural leadership in an urban Mississippi high school from an African American’s racialized perspective. The cultural competency/proficiency theory provided the conceptual framework for this study. Successful leadership practices of this African American principal were examined through the principal and through the perceptions of teachers and the assistant administrator. A researcher-developed questionnaire was content validated and given to a purposeful sample of 17 individuals: the principal, assistant principal, and the 15 full time teachers at the study site. Nine individuals––the school’s principal, assistant principal, and 7 teachers––returned the questionnaire. Using Stake’s framework for data analysis, data were organized, coded, and categorized to develop themes regarding the principal’s cultural leadership practices. Results showed that the principal used 6 practices to help a diverse student body succeed: double-dosing of subject-area test courses, pull-out tutorials, after-school tutorials, differentiated instruction, scaffolded learning, and coteaching. Based on the study findings, a professional development program was created to provide cultural leadership training for all district leaders. The findings can positively affect social change by improving principals’ cultural awareness and equipping educators with proven practices to meet the needs of a diverse student body, thus increasing students’ opportunities for academic success.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2005. / Title from second page of PDF document. Document formatted into pages; contains [2], iii, 189 p. Includes bibliographical references (p. 181-189).

Given the increase of language minority students in school districts across Pennsylvania, school leaders are faced with the demand to address the unique needs of students learning English. Previous research suggests that state initiatives to simply assimilate students may not have been successful in meeting their needs. Furthermore, research and theory also suggest that leaders demonstrating cultural proficiency may be more effective in meeting the needs of English learners who are also ethnic minorities. The approach leaders take may be a function of the ethical paradigm that informs their decision-making. In order to understand the extent to which elementary school principals in one school district display cultural proficiency and to investigate the ethical paradigms that inform their decision-making, I conducted interviews with five principals in one large diverse school district in Pennsylvania. Drawing on a framework of Cultural Proficiency, I found in general there to be an over-appreciation of diversity and under-appreciation of cultural proficiency at the conclusion of this study. Additionally, there was an observed tendency for these school principals to view their leadership role as one that functions primarily within the confines of executing district policies at the building-level. Though each participant expressed the importance of advocacy for their students, they did not pursue policy creation or change within a broader political context. Despite the similarities among participants, my analysis suggested variations in the participants’ concepts of their role as school leaders to support English Language Learners and language minority students. / Educational Leadership

Minoritized students in public schools in Texas and across the nation continue to underachieve academically compared to their white peers. Despite similar academic achievement and socioeconomic backgrounds, minoritized students are often perceived more negatively by a predominantly white teacher workforce. The idea of cultural dissonance or mismatch between teachers and their students has led to the development of pedagogical frameworks such as culturally responsive teaching (CRT) that seek to bridge this cultural gap. This embedded multiple case study examined the perceptions, lived experiences, and level of preparedness of four school principals and one assistant superintendent in a white-majority school district with rapidly changing demographics. My findings support previous studies that show the limited resources and continued failure of universities and school systems in building educator capacity in culturally responsive school leadership CRSL. Furthermore, culturally responsive and visionary leaders may be more critical than previously thought due to school systems imbued with the dominant white culture and its deeply ingrained stereotypical views towards minoritized individuals. Despite these findings, my study also provides compelling evidence that meaningful relationships and diverse experiences alone can play an important role in fomenting and enhancing individuals' cultural proficiency, regardless of their racial/ethnic background. Finally, the implications of these findings are discussed in detail, followed by recommendations.

Abstract A STUDY OF A PROFESSIONAL DEVELOPMENT INITIATIVE TO INCREASE CULTURAL COMPETENCY By Jennifer Crowe Coleman, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2014 Major Director: Charol Shakeshaft, Ph.D. Professor, Department of Educational Leadership School of Education While there are broad, societal forces that contribute to achievement gaps, the professional development of teachers is one way educational leaders have sought to improve schools, improve teacher performance, and increase teacher knowledge and skills. Given the achievement and cultural gaps that exist between teachers and students, professional development that targets the development of teacher cultural competence in an effort to reach all students is necessary. The purpose of this study is to describe the implementation of a cultural competency professional development program across 62 schools in a large, suburban school district in central Virginia, comparing and contrasting implementation activities and outcomes over the 2-year period of its implementation with the initial expectations for the professional development initiative. This quantitative, nonexperimental study was carried out in two phases. The purpose of Phase 1 was a content analysis of the professional development plans of each of the district’s schools. Phase 2 consisted of a multiple choice, electronic survey of those who were trainers of the cultural competency professional development initiative in order to examine the implementation of the cultural competency professional development program and the relationship between the intended goal and the actual outcomes of the initiative. The survey was also used to collect demographic data, such as race and years of experience in education, in order to determine what, if any, impact these factors may have had on the implementation of the professional development initiative. Descriptive and inferential statistics were used to generalize the results to the population the sample represents. As this initiative was not designed to provide the training necessary to expect changes in classroom practice, this survey and its analysis focused on the trainers’ perspectives on the implementation of the professional development initiative. The results of this research were offered to frame a discussion around the fidelity of implementation; the factors that affected implementation; the relationship between the intended goals of the initiative and the actual outcomes of the initiative; and suggested next steps for the district as it moved toward a goal of a more culturally proficient workforce.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2008. / Title from second page of PDF document. Includes bibliographical references (p. 104-116).