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Friday, November 18 • 4:20pm - 5:30pm
Student Leadership and Voice

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An Examination of Student Voice and Leadership in a Study on Early College High Schools Principals. Hattie Lee Hammonds, Clemson University

This paper examines the role student voice played in a study on three principals at schools that participate in the early college high school initiative. Descriptions of each school and principal will be included. Additionally, democratic leadership (Dewey, 1916; Rusch, 1995), social justice leadership (Brown, 2006; Freire, 1970) and distributed leadership (Mayrowetz, 2008; Robinson, 2009; Spillane 2006) provide conceptual lenses for the study.

Deepening Our Understanding of the Student Voices in Educational Leadership: The Case of RunDSM. Kristopher Rollins, Des Moines Public Schools; Emily Lang, Des Moines Public Schools; Jason Deric Salisbury, Iowa State University; Daniel D. Spikes, Iowa State University

This qualitative research presents a study of a program designed to bring the voices of students from the margins to the center of school improvement processes. Findings highlight the ways students and their voices were positioned as leaders across multiple spaces; the leadership activities engaged in to create spaces for students’ voices to be legitimized; and the ways teacher leaders incorporated aspects of socially just leadership, critical pedagogy, and urban arts education into the program.

Explaining the Growing Importance of Student Perspectives. Joseph Murphy, Vanderbilt University

The question we address is what can account for the increased attention to student perspectives in education over the last two decades? “Why in the present climate is pupil perspective gaining ground in schools?” (Rudduck & Flutter, 2004, p. 100). One line of explanation explores shifts in the larger social forces that envelop schools. The second focuses on the changing dynamics of schooling. I examine these two forces herein.

Practices of Youth Leadership Development in Rural High School Context: Findings From a Qualitative Secondary Analysis. Victoria Sherif, University of Kentucky

This study elevates youth voices in proposing educational practices and forms of leadership development within rural youth. A secondary analysis of qualitative data collected as part of a 2-year case study explores youth perspectives on speci cities of education designed to further leadership in rural high school settings. This article serves as a foundation for rural high school principals to foster a sense of community among youth leaders and school administration.

Raising Rosa Parks: Systemic Student Leadership Development for Racial Equity. Patrick A. Duffy, St. Paul Public Schools

The purpose of this 3-year critical ethnographic study was to examine school leaders’ perceptions of systemic antiracism as it related to student leadership development. This study addresses how antiracism was defined, conceptualized, and manifested as leaders struggled with the traditional paradigm of raising test scores rather than re-energizing efforts to raise racially conscious student leaders. Reframing racial equity leadership to center student development was challenged by leaders’ individual and collective racial identity development.




Friday November 18, 2016 4:20pm - 5:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Duluth B

Attendees (7)