First Advisor
Cieminski, Amie
Document Type
Dissertation
Date Created
5-2023
Department
College of Education and Behavioral Sciences, Leadership Policy and Development: Higher Education and P-12 Education, LPD Student Work
Abstract
As the student demographics in classrooms across America shift to become more ethnically diverse, schools are examining their practices in supporting how students are prepared for college and career. This support includes the introduction of innovative learning environments aimed to provide students with opportunities to explore career pathways. The purpose of this qualitative study was to illuminate the leadership skills, attitudes, and knowledge that Latina/o/x students within an Innovative Learning Environment perceive as supporting students. This study examined how Latina/o/x students perceive the attitudes, skills, and knowledge of culturally responsive socially just school leadership in innovative learning environments. Through the lens of the existing literature and LatCrit Theory, the researcher identified the knowledges, skills, and attitudes of school leaders that supported Latina/o/x students. This research used portraiture methodology. Through semi-structured individual and focus group interviews, observation, document review, and photograph collection, the results of the study revealed that students perceived school staff as leaders supporting their success and thriving, not limited to school administrators. Data were collected over 12 months from three focus group interviews, 11 individual interviews, and over 90 hours of direct observations in natural settings and review of documents. The participants, who were viewed as equally knowing subjects, helped co-construct the findings presented as five themes: Everyone is a Leader, Prioritizing Belonging, Dynamic Learning Environments, Empowerment to Take Risks, and Navigating Different Worlds. Recommendations are made to provide meaningful supports for Latina/o/x students in innovative learning environments. Further research is needed to expand the ways educators and school leaders think about supporting minoritized students. Findings from this inquiry justify culturally responsive, socially just school leadership for minoritized students.
Extent
241 pages
Local Identifiers
Crill_unco_0161D_11128.pdf
Rights Statement
Copyright is held by the author.
Recommended Citation
Crill, Jennifer Ruth, "A Portrait of Culturally Responsive, Socially Just School Leadership: A Latino Critical Theory Student Perspective" (2023). Dissertations. 984.
https://digscholarship.unco.edu/dissertations/984