Graduation Semester and Year

2012

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Educational Leadership and Policy Studies

Department

Educational Leadership and Policy Studies

First Advisor

Rhonda McClellan

Abstract

This qualitative study explores how principals who are leaders for social justice in rural high schools perceive student diversity, specifically lesbian, gay, bisexual, transgender, or questioning (LGBTQ) students, and if, how, and why they support all students through the establishment of a socially-just school climate. Additionally, the study investigates how the context of the schools, specifically rural communities with conservative values, affects principals' perceptions and implementation of a positive climate for all students. This study offers modifications to Theoharis' (2007, 2009) social justice leadership theory and extends Theoharis' (2007) model of resistance, offering insight into how rural school communities reflect a unique context for examining equity constraints. The study's findings suggest that these leaders, despite their social justice orientations, upheld community normative values and did not perceive bias against LGBTQ students.

Disciplines

Education | Educational Leadership

Comments

Degree granted by The University of Texas at Arlington

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