The racial academic achievement gap, identified as the underachievement of racially, culturally, ethnically, and linguistically diverse (RCELD) students and documented by research, is visible in all education organizations (Griner & Stewart, 2013; National Center for Education Statistics, 2019; O'Connor, Hill, & Robinson, 2009). Since the United States Supreme Court decision of Brown v. Board of Education of Topeka, Kansas, repudiating the concept of separate but equal, laws concerning the need for equal education access have been enacted and educational policies have been created and implemented, but this achievement gap continues to exist (Williams, 2011). Culturally responsive leadership and culturally relevant pedagogy are research-based theories and practices that work towards meeting the needs of the growingly diverse population (Gay, 2018). A mixed method design utilized the explanatory sequential approach to research what culturally responsive beliefs, espoused practices, and supports elementary public-school principals convey in high performing urban schools. The design included the use of surveys and interviews to collect anonymous data from principals on their experiences in these roles and the influences they convey at their urban elementary school to narrow the racial academic achievement gap. Survey data collected with the use of Qualtrics Survey Software and interview data collected through individual interviews were conducted. Audio recordings of the interviews were transcribed and reviewed for themes. Creswell's six steps of data analysis and interpretation were utilized to analyze and interpret the data collected. Multiple reliability and validity measure occurred in this study. The results are compiled for future implications and recommendations are made.
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Doctor of Education (Ed.D.)
College of Community Innovation and Education
Learning Sciences and Educational Research
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Schofield, Jessica, "Culturally Responsive Leadership: Beliefs, Espoused Practices and Supports in High Performing Urban Schools" (2020). Electronic Theses and Dissertations, 2020-. 131.