Skip to main content
SpringerLink
Log in

The Emergence of Culturally Responsive Leadership

  • Living reference work entry
  • First Online:
The Palgrave Handbook of Educational Leadership and Management Discourse

  • 96 Accesses

Abstract

Public schools across the country are becoming increasingly more diverse, particularly with respect to culture, race, and ethnicity. Given the perpetual gaps (e.g., achievement, discipline, referrals to exceptional children’s programs, etc.), the need for researched-based strategies aimed at leveling the playing field for historically marginalized populations is compelling. Much of the extant literature on school reform and school improvement focuses on the role of the teacher in stemming the tide. More contemporary research, however, reveals that school leaders in general and principals in particular also have a significant impact. In that regard, culturally responsive leadership has emerged as a research-based approach to support students of color.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

Similar content being viewed by others

References

  • Aceves, T.C., & Orosco, M. (2014). Culturally responsive teaching. Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/

  • Bakken, J. P., & Smith, B. A. (2011). A blueprint for developing culturally proficient/responsive school administrators in special education. Learning Disabilities: A Contemporary Journal, 9(1), 33–46.

    Google Scholar 

  • Banks, J. A. (1993a). Multicultural education: Historical development, dimensions and practice. Review of Research in Education, 19(1993), 33–49.

    Google Scholar 

  • Banks, J. A. (1993b). Multicultural education: Developments, dimensions, and challenges. Phi Delta Kappan, 75, 22–28.

    Google Scholar 

  • Bereiter, C., & Engelmann, S. (1966). Teaching disadvantaged children in the preschool. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Bond, V. L. (2017). Culturally responsive education in music education: A literature review. Contributions to Music Education, 42, 153–180.

    Google Scholar 

  • Cazden, C., & Leggett, E. (1981). Culturally responsive education: Recommendations for achieving Lau remedies II. In H. Trueba, G. Guthrie, & K. Au (Eds.), Culture and bilingual classrooms: Studies in classroom ethnography (pp. 69–86). Rawley, MA: Newbury House.

    Google Scholar 

  • Cummins. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56, 18–36.

    Article  Google Scholar 

  • Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61, 35047.

    Article  Google Scholar 

  • Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr. M. T., & Cohen, C. (2007). Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. Stanford, CA: Stanford University, Stanford Educational Leadership Institute. Retrieved from https://www.wallacefoundation.org/knowledge-center/Documents/Preparing-School-Leaders.pdf

  • Davidson, G. (1992). Toward an applied aboriginal psychology. South Pacific Journal of Psychology, 5, 102–119.

    Google Scholar 

  • Davis, D. M. (2002). Toward democratic education: The importance of culturally responsive leadership in 21st century schools. Trotter Review, 14(1), 5–16. Article 3.

    Google Scholar 

  • Engelke, M. (2018). How to think like an anthropologist. Princeton, NJ: Princeton University Press.

    Book  Google Scholar 

  • Foley, D. (1991). Reconsidering anthropological explanations of ethnic school failure. Anthropology and Education Quarterly, 22, 60–86.

    Article  Google Scholar 

  • Foster, L., & Tillman, L. C. (2009). African american perspectives on leadership in schools: Building a culture of empowerment. New York, NY: Rowman & Littlefield.

    Google Scholar 

  • Foucault. (2001). L’hermeneutique du sujet. Cours au Collège de France, 1981–1982 (p. 173). Paris: Gallimard Seuil.

    Google Scholar 

  • Fraise, N. J., & Brooks, J. S. (2015). Toward a theory of culturally relevant leadership for school-community culture. International Journal of Multicultural Education, 17(1), 6–21.

    Article  Google Scholar 

  • Gay, G. (2000). Culturally responsive teaching: Theory, research, practice. New York, NY: Teachers College Press.

    Google Scholar 

  • Gay, G. (2002). Culturally responsive teaching in special education for ethnically diverse students: Setting the stage. International Journal of Qualitative Studies in Education, 15(6), 613–629.

    Article  Google Scholar 

  • Gay, G. (2010). Culturally responsive teaching: Theory, research, practice. New York, NY: Teachers College Press.

    Google Scholar 

  • Gay, G. (2018). Culturally responsive teaching: Theory, research, practice (3rd ed.). New York, NY: Teachers College Press.

    Google Scholar 

  • Guilherme, A. (2017). What is critical about critical pedagogy? Policy Futures in Education, 15(1), 3–5.

    Article  Google Scholar 

  • Gutting, G., & Oksala, J. (2019). Michel Foucalt: The Stanford encyclopedia of philosophy (Spring 2019). Edward N. Zalta (ed.) Stanford, CA: Stanford University.

    Google Scholar 

  • Harry, B., & Klingner, J. (2007). Improving instruction for students with learning needs. Educational Leaders, 64(5), 16–21.

    Google Scholar 

  • Henderson, A. T., Mapp, K. L., Johnson, V. R., & Davis, D. (2007). Beyond the bake sale: The essential guide to family-school partnerships. New York, NY: The New Press.

    Google Scholar 

  • Hess, R., & Shipman, V. (1965). Early experiences and the socialization of cognitive modes in children. Child Development, 36(4), 869–886.

    Article  Google Scholar 

  • Horner, M., & Jordan, D. D. (2020). The partnership imperative for preparing effective principals in North Carolina schools. Journal of Organizational & Educational Leadership, 5(2), 3.

    Google Scholar 

  • Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory Into Practice, 42(3), 195–202.

    Article  Google Scholar 

  • Irvine, J. J., & Armento, B. J. (2001). Culturally responsive teaching: Lesson planning for elementary and middle grades. New York, NY: McGraw Hill.

    Google Scholar 

  • Kaplan, F. (1996, September 22). A city’s garden of learning. The Boston Globe, pp.A1, A29.

    Google Scholar 

  • Khalifa, M. A. (2018). Culturally responsive school leadership. Cambridge, MA: Harvard Education Press.

    Google Scholar 

  • Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership. Review of Educational Research, 86(4), 1272–1311.

    Article  Google Scholar 

  • Ladson-Billings, G. (1994/2009). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165.

    Article  Google Scholar 

  • Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Leistyna, P. (2002). Defining and designing multiculturalism: One school system’s efforts. Albany, NY: State University of New York Press.

    Google Scholar 

  • Leithwood, K., Sun, J., & Schumacker, R. (2020). How school leadership influences student learning: A test of “the four paths model”. Educational Administration Quarterly, 56(4), 570–599.

    Article  Google Scholar 

  • McKenzie, L. (2019, Nov. 5). No more ‘at-risk’ students in California. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2019/11/05/changing-conversation-about-%E2%80%9C-risk%E2%80%9D-students-california

  • McLaughlin, D. V. (2020). Personalized principal leadership practices; eight strategies for leading equitable, high achieving schools. Bingley, UK: Emerald.

    Book  Google Scholar 

  • Minkos, M. L., Sassu, K. A., Gregory, J. L., Patwa, S. S., Theodore, L. A., & Femc, B. M. (2017). Culturally responsive practice and the role of school administrators. Psychology in the Schools, 54(10), 1260–1266.

    Article  Google Scholar 

  • Murkuria, G., & Obiakor, F. E. (2006). Beyond narrow confines: Special education for ethnically diverse urban leads. Educational Considerations, 34(1), 9–15.

    Google Scholar 

  • Nieto, S. (2000). Affirming diversity: The sociopolitical context of multicultural education. New York, NY: Longman.

    Google Scholar 

  • Perry, T., Steele, C., & Hilliard, A. G. (2003). Young, gifted and black: Promoting high achievement among African-American students. Boston, MA: Beacon Press.

    Google Scholar 

  • Reid, K., & Valle, J. (2004). The discursive practice of learning disability: Implications for instruction and parent-school relations. Journal of Learning Disabilities, 37(6), 466–481.

    Article  Google Scholar 

  • Schlanger, P. (2018). Exploring equity issues: Culturally responsive leaders. Bethesda, MD: Center for Education Equity, Mid-Atlantic Equity Consortium.

    Google Scholar 

  • Sheldon, S. B., & Epstein, J. L. (2005). Involvement counts: Family and community partnerships and mathematics achievement. Journal of Educational Research, 98(4), 196–206.

    Article  Google Scholar 

  • Sleeter, C. (2004). Critical multicultural curriculum and the standards movement. English Teaching: Practice and Critique, 3(2), 122–138.

    Google Scholar 

  • Smith, B. (1971). On the anatomy of teaching. In R. T. Hyman (Ed.), Contemporary thought on teaching (pp. 20–27). Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Strauss, V. (2019, Jan. 23). Why we should stop labeling students as ‘at risk – And the best alternative. The Washington Post. Retrieved from https://www.washingtonpost.com/education/2019/01/23/why-we-should-stop-labeling-students-risk-best-alternative/

  • Strum, C. ( 1993). Helping children beat the odds against them: Harriet Tubman school in Newark thrives, but only by working outside the system. The New York Times, pp. B1.

    Google Scholar 

  • Tierney, W. G. (1993). Building communities of difference: Higher education in the twenty-first century. Westport, CT: Bergin & Garvey.

    Google Scholar 

  • Ukpokodu, O. N. (2003). Teaching multicultural education from a critical perspective: Challenges and dilemmas. Multicultural Perspectives, 5(4), 17–23.

    Article  Google Scholar 

  • Viloria, M. L. (2019). Culturally responsive leadership practices: A principal’s reflections. Journal of Latinos and Education, 18(2), 171–177.

    Article  Google Scholar 

  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Yamauchi, L. A., Ponte, E., Ratliffe, K. T., & Traynor, K. (2017). Theoretical and conceptual frameworks used in research on family-school partnerships. School Community Journal, 27(2), 9–34.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. North Carolina Central University, Durham, NC, USA

    Dionne V. McLaughlin

  2. The University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

    Derrick D. Jordan

  3. High Point University, High Point, NC, USA

    Tawannah G. Allen

Authors
  1. Dionne V. McLaughlin
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Derrick D. Jordan
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Tawannah G. Allen
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Derrick D. Jordan .

Section Editor information

  1. Faculty of Education, Queensland University of Technology, Brisbane, Australia

    Lisa C. Ehrich

Rights and permissions

Reprints and permissions

Copyright information

© 2021 The Author(s), under exclusive licence to Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

McLaughlin, D.V., Jordan, D.D., Allen, T.G. (2021). The Emergence of Culturally Responsive Leadership. In: The Palgrave Handbook of Educational Leadership and Management Discourse. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-39666-4_8-1

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-39666-4_8-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-39666-4

  • Online ISBN: 978-3-030-39666-4

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Search

Navigation