<p> The purpose of this grounded theory study of diversity leaders, in the context of U.S. coeducational independent schools, is to construct a theoretical model that explains what contributes to the development and implementation of effective diversity leadership—thereby ensuring education equity for students from diverse class, race, and ethnic backgrounds. The study was guided by the following central research question: How does school leadership ensure educational equity for all students from diverse class, racial, and ethnic backgrounds enrolled in U.S. independent schools? (Abstract shortened by ProQuest.)</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10252198 |
| Date | 09 February 2017 |
| Creators | Ford, Charesse |
| Publisher | Eastern University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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