Education Commons^™

Race, Resilience, And Resistance: A Culturally Relevant Examination Of How Black Women School Leaders Advance Racial Equity And Social Justice In U.S. Schools, Tonya Evette Walls

UNLV Theses, Dissertations, Professional Papers, and Capstones

This culturally relevant qualitative examination of the leadership of Black women educational leaders (BWEL) committed to advancing a social justice leadership agenda within the contested spaces (Stovall, 2004) comprising United States (U.S.) P-12 schools, employs an African centered emancipatory methodology (Kershaw, 1990, 1992; Tillman, 2002), situated in a conceptual framework grounded in the research on applied critical leadership (Santamaria, 2013). It examines, highlights, celebrates, and makes transparent, the unique leadership of BWEL. Engaged to rebuke the silencing and marginalization of women educational leaders of color in the educational leadership discourse, this study bridges engages a multiple case study approach, phenomenological …

Safety First -In Search Of Justice -School & Law Enforcement Agency Partnerships, Michael Anthony Pickett

UNLV Theses, Dissertations, Professional Papers, and Capstones

ABSTRACT

Educational problems are many and varied. At-risk students, achievement gaps and poor student outcomes are hot topics that beg for improvement in equity across the board and stand in the way of achieving excellence. These educative, albeit, social justice issues are not new, but rather, are old problems revisited (Kaestle, 1983; Morrison, 2003). Additionally, the issue of violence in schools is also recognized as not only a social justice problem but also a public health problem (Mercy & O'Carroll, 1988) and is perhaps the most pressing societal issue related to children and youth today. "Safe schools are the concern …

Resilient Leadership In High Poverty Schools, Edward P. San Nicolas

UNLV Theses, Dissertations, Professional Papers, and Capstones

Children in high poverty schools often receive inadequate services in dilapidated facilities while enduring inexperienced and unprepared educators (Darling-Hammond, 2004). Communities with a dense impoverished population in turn create school wide poverty, which is ultimately more detrimental than individual family poverty (Books, 2004). With most teachers leaving impoverished urban schools within the first five years, it is no surprise of the difficulty to retain qualified and professional school leaders. As suggested by Haberman (2005), attracting educators with specific qualities to fill these critical roles may be the best route to lasting success. Equally important is the possibility to transform existing …