The Influence Of An Urban Educational Leadership Doctoralprogram On The Social Justice Leadership Knowledge, Skills, And Dispositions Of Its Graduates: A Case Study
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Date
2012
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Advanced Studies, Leadership, and Policy
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Doctor of Education
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This item is made available by Morgan State University for personal, educational, and research purposes in accordance with Title 17 of the U.S. Copyright Law. Other uses may require permission from the copyright owner.
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Abstract
There is an abundance of data that indicate that social inequality contributes to the school failure of African American and other children of color. Despite this finding, educational leadership preparation programs, have not, overwhelmingly embraced a social justice curriculum (Lopez, 2003). The purpose of this study was to understand faculty and student perceptions regarding the extent to which the doctoral program in Urban Educational Leadership at a Historically Black College and University (HBCU) explicitly or implicitly espouses a social justice agenda in the preparation of leaders. Additionally, its purpose was to study stakeholder perceptions of the extent to which the program succeeds in advancing such an agenda. This study was guided by three research questions: (1) What perceptions do faculty and graduates have of the core curriculum employed by Mid Atlantic University's doctoral program in Urban Educational Leadership to encourage the utilization of a social justice style of leadership? (2) How do faculty and graduates of Mid Atlantic University's doctoral program in Urban Educational Leadership perceive the impact of the core curriculum on the development of dispositions held by graduates toward social justice leadership? (3) In what ways do faculty and graduates perceive the ability of core curriculum used by Mid Atlantic University's doctoral program in Urban Educational Leadership to provide skills that translate into the adoption of a social justice style of leadership? This study employed a qualitative, case study research design. Utilizing a purposive sampling procedure, the prime method of data collection involved semi-structured interviews from 11 key informants comprised of 8 alumni and 3 faculty members from the program under review. Key informants focused primarily on the teaching strategies used by program faculty in their attempt to develop the knowledge base, skill sets, and dispositions of social justice leadership. Critical Race Theory (CRT) served as the theoretical anchor for this inquiry. CRT, as a theoretical framework, places heavy emphasis on the importance of viewing institutional policies, practices, and structures through a historical and cultural frame to ensure that the impact of race and racism are properly examined and acknowledged (Love, 2004). Results from this study revealed two major findings: (1) social justice concerns were addressed only in those courses where such issues were directly applicable and (2) students who come to the program with prior knowledge, professional or life experience, or personal interest in or with social justice expressed a more favorable impressions of the program's ability to impart a social justice outlook than those students who identified no such experiences. Based on the findings of this study, recommendations are made for practice, and further research.