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Social Justice: Through the Eyes of White Privilege and the Drive for Diversity

Social Justice: Through the Eyes of White Privilege and the Drive for Diversity. By Tracy Alberry Edu 709. A White Principal and African American Teacher agreed to be interviewed. African American 7.35 %, White (not Hispanic) 35.07 %, American Indian or Native 0.92 %,

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Social Justice: Through the Eyes of White Privilege and the Drive for Diversity

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  1. Social Justice: Through the Eyes of White Privilege and the Drive for Diversity By Tracy Alberry Edu 709

  2. A White Principal and African American Teacher agreed to be interviewed. • African American 7.35 %, • White (not Hispanic) 35.07 %, • American Indian or Native 0.92 %, • Hispanic or Latino 55.59 % • Asian 0.31 %. ***2004-2005 data stated staff was 70% white School Student Demographics:

  3. George Theoharis (2007) Social Justice Educational Leaders and Resistance: Toward a Theory of Social Justice Leadership Purpose: The purpose of his article was to develop a theory of social justice educational leadership.

  4. Framework of resistance: • The resistance principals enact against historic marginalization of particular students. • The resistance principals face as a result of their social justice agenda. • The resistance principals develop to sustain their social justice agenda in the face of resistance.

  5. Theoharis describes ways principals enact social justice: (1) raising student achievement, (2) improving school structures, (3) recentering and enhancing staff capacity, and (4) strengthening school culture and community (p. 231).

  6. Theoharis tells us that “Marginalized students do not receive the education they deserve unless purposeful steps are taken to change schools on their behalf with both equity and justice consciously in mind.

  7. Good leaders must enact resistance and lead towards social justice.I believe my principal interviewed is working towards social justice through his efforts of inclusion.

  8. Included Special Education students and SDC students in his school, knowing they would bring down his AYP. • Includes whole staff and school community in activities. • Implemented Character Counts program

  9. Interviewer: Can you describe your efforts at addressing diversity among staff students and families?

  10. Principal: When I first came here I realized that the mission and vision of our school had been written three years before. We were having trouble moving forward. Because a lot of our current employees were not employed at the time the mission and vision was written, even though it was just a 3 year old document. I noticed that we needed to go back to the beginning and rewrite our mission and vision. With that we needed to rewrite our obviously our mission statement, including all of the members of school site council, student council, teachers, classified, community, ELAC, PTA. We needed to bring all of our school together to establish our culture. So the diverse population that we have as far as teaching staff, classified staff, gender, community all came together to create right now our our school culture. And I think that’s a big reason why we are successful, today, is because we used everything that makes us great, to make our current living document. I don’t know if that answered your question.

  11. THE PRINCIPAL CHANGED THE MISSION AND VISION STATEMENT, IN ORDER TO REFLECT THE SCHOOL’S DIVERSE CULTURES’VIEWS AND ATTITUDES.

  12. Interviewer: So its probably almost like addressing diversity is part of your just your school culture and that your not really don’t need to do anything but that’s because its all coming together?

  13. Principal: It’s all, we inform everybody every step of the way and even to the point we brought in and you probably heard this from ___the character counts program with the pillars of of character and the pillars they really are, they have nothing to do with gender, they have nothing to do with ethnicity, they have nothing to do with religion. It’s these are the things we do because they’re the right things to do and it it bridges the gap of all diversity. And from our SDC kids to our Gate kids. It really makes a difference we that is the focus here at our school.

  14. (1) raising student achievement: The principal raised his ELL Proficiency rate from 19 % to 28.2% on the ELA CST. (2) improving school structures: rewrote mission and vision statement as a group effort (3) recentering and enhancing staff capacity: treats his entire school community respectfully as equals.The principal believes mutual respect is very important to his school. (4) strengthening school culture and community:includes them in all activities, and by having activities that built up the culture of the school and community and even helped build character within students

  15. The principal interviewed I believe, is quite focused and successful thus far and should be encouraged to continue his work of social justice and diversity. Theoharis believes that “leadership that is not focused on and successful at creating more just and equitable schools for marginalized students is indeed not good leadership,” (p. 253).

  16. Thank you!!!!!

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