ABSTRACT

This paper reports on a study completed with principal preparation students to measure the change in their beliefs about how to provide leadership that affirms diverse students and families in schools. The principal preparation program (PPP) in this study redesigned the internship to include crucial conversations around diversity and social justice. Students were prompted to reflect on social justice issues using a lens of school safety and bullying [Payne, E. C., and M. J. Smith. 2018. “Refusing Relevance: School Administrator Resistance to Offering Professional Development Addressing LGBTQ Issues in Schools.” Educational Administration Quarterly 54 (2): 183–215]. The goal for the PPP was to develop leadership skills towards creating inclusive and integrated schools that grapple with diversity issues with the best interest of all stakeholders. The purpose of this study was to determine whether the study of diversity topics embedded in a PPP internship altered candidates’ self-awareness of their biases in educational settings, utilising the inside-out approach [Lindsey, R. B., K. Nuri-Robins, and R. D. Terrell. 2009. Cultural Proficiency: A Manual for School Leaders. Thousand Oaks: Corwin Press].

摘要

本文报告了一项由准备校长的学生完成的研究，以衡量他们关于如何提供肯定学校中多元化学生和家庭的领导力的信念的变化。本研究中的主要准备计划 (PPP) 重新设计了实习，包括围绕多样性和社会正义的重要对话。学生被提示使用学校安全和欺凌的镜头来反思社会正义问题 [Payne, EC, and MJ Smith. 2018 年。“拒绝相关性：学校管理者抵制提供专业发展以解决学校中的 LGBTQ 问题。” 教育管理季刊54 (2): 183–215]。PPP 的目标是培养领导技能，以创建包容性和综合性的学校，以所有利益相关者的最大利益来解决多样性问题。本研究的目的是确定对嵌入在 PPP 实习中的多样性主题的研究是否会利用由内而外的方法改变候选人对他们在教育环境中的偏见的自我意识 [Lindsey, RB, K. Nuri-Robins, and RD 特雷尔。2009.文化能力：学校领导手册。千橡市：Corwin Press]。