Exploring the racial beliefs and instructional leadership behaviors of culturally responsive urban public school principals

Systemic racial inequity in schools, particularly in academic performance, remains a consistently examined problem of practice in education. Research indicates that culturally responsive education positively influences educational outcomes for Black and Latinx students in urban schools. While research has extensively examined culturally responsive pedagogy as a method for reducing racialized inequities, the concept of culturally responsive leadership is relatively emergent. Limited studies have begun to unpack the racial beliefs of school leaders who are defined as culturally responsive, and the literature is particularly weak in examining the intersection of culturally responsive school leadership with curriculum and instruction. The purpose of this qualitative multiple case study was to both explore the racial beliefs and identify the instructional leadership behaviors of culturally responsive urban principals. Two main research questions guided the study: (1) What are the racial beliefs of culturally responsive urban public school principals? and (2) What are the instructional leadership behaviors of culturally responsive urban public school principals? Using a survey instrument to self-assess cultural responsiveness, principals of urban public schools serving Black and Latinx students were selected as participants. Participants were interviewed on their racial beliefs and instructional leadership practices, and instructional leadership behaviors were observed and documented within their school contexts. Data were analyzed using thematic analysis. Findings from this study indicated that culturally responsive school leaders hold deeply nuanced beliefs about race; are driven by their personal identities and experiences; and impact curriculum and instruction by continuous, strategic change and transformation in practice. These findings can contribute to knowledge of culturally responsive leadership and how beliefs and instructional leadership practices help leaders navigate racial inequities and improve educational outcomes for students of color.Ed.D.Includes bibliographical reference