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dc.contributor.advisorOlivárez, Rubén
dc.contributor.advisorOvando, Martha N., 1954-
dc.creatorHill, Brian Paul
dc.date.accessioned2018-07-18T21:17:45Z
dc.date.available2018-07-18T21:17:45Z
dc.date.created2018-05
dc.date.submittedMay 2018
dc.identifierdoi:10.15781/T2BG2HT73
dc.identifier.urihttp://hdl.handle.net/2152/65695
dc.description.abstractAs demographics in urban school districts become increasingly diverse, social justice leadership in the K-12 setting is necessary to meet the needs of all students. Much has been written about social justice leadership at the school principal level, but there is a need to further explore social justice leadership at the superintendent level, with a specific focus on equity and access for all students. A social justice leader is defined as someone that keeps at the center of their practice and vision issues of race, class, gender, disability, sexual orientation, and other historically marginalizing factors. As schools are becoming more diverse, the role of the district leader has evolved from a just a manager of the district to a transformational and social justice leader who recognizes inequities in the systems that are in place and disrupts the status quo. The purpose of this study was to identify the traits and actions of a school district superintendent, perceived to be a social justice leader, and how he addresses equity. To this end, the researcher explored experiences, relationships, actions used by the superintendent to achieve equitable goals, and navigating the politics of a large urban district, while attempting to keep social justice at the forefront of every decision made. Therefore, the researcher followed a constructionist epistemology with a qualitative research case study approach. Data was collected, coded, and categorized following an inductive process. The use of multiple sources of data allowed for the triangulation of that data. The intent was to develop emerging themes that surfaced from the data analysis. Findings revealed that the superintendent, perceived to be a social justice leader, exemplifies the traits of being culturally competent, equity driven, and inclusive of all students; carries out actions such as making equitable organizational changes and courageous decision making; uses the strategies of relational leadership and a whole child education; and draws on personal and professional experiences as a foundation that drives his work as a social justice leader. Collectively these traits, actions, strategies and experiences resulted in changes at the district level, which in turn contributed to the progress the district made in creating a more equitable system for all students.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subjectSocial justice leaders
dc.subjectSocial justice leadership
dc.subjectSchool superintendents
dc.subjectSchool superintendent leadership
dc.subjectEquity in schools
dc.subjectInclusive schools
dc.subjectPublic schools
dc.subjectUrban public schools
dc.subjectUrban school districts
dc.subjectSchool superintendent leadership traits
dc.subjectK-12 social justice
dc.subjectSchool district leaders
dc.subjectSchool system inequity
dc.titleLeading with a focus on equity : identifying the leadership traits and actions of a superintendent perceived to be a social justice leader
dc.typeThesis
dc.date.updated2018-07-18T21:17:45Z
dc.contributor.committeeMemberSharpe, Edwin R
dc.contributor.committeeMemberPringle, Patrick G
dc.description.departmentEducational Leadership and Policy
thesis.degree.departmentEducational Leadership and Policy
thesis.degree.disciplineEducational Leadership and Policy
thesis.degree.grantorThe University of Texas at Austin
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education
dc.creator.orcid0000-0002-3795-249X
dc.type.materialtext


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