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Saturday, November 19 • 8:00am - 9:10am
Issues of Equity in Leadership Preparation

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Understanding Intersectionality to Promote Social Justice in Education Leadership. Ericka Roland, University of South Florida

It is critical for educational leaders to understand the importance of intersectionality in the pursuit of social justice in school environments. The awareness of intersectionality assists with acknowledging and deconstructing group polities and unjust structures. Through a context analysis, this study seeks to understand how educational leaders resistance of unjust structures through the knowledge of intersectionality.

The Equity Series: A Critical Look at Race, Class, Identity, and Gender in Principal Preparation. Phillip A. Smith, Nicole Limperopulos (Teachers College, Columbia University)

The purpose of this qualitative case study is to explore students’ perceptions of the quality and effectiveness of the Equity Series, a zero-credit required course sequence that is part of the Urban Principals Prep (UPP) program. Preliminary results indicate (a) the Equity Series was critical to students’ experience in UPP, and (b) students’ af rmation of the need for spaces that allow for critical dialogue around race, class, identity, gender, and personal racial identity.

Representing Women in the Educational Leadership Curriculum. Torrie Kincaid Edwards, University of North Carolina at Chapel Hill; Catherine Marshall, University of North Carolina at Chapel Hill; Michelle D. Young, UCEA/University of Virginia

This paper describes key fi ndings of a study focused on how and the degree to which women’s perspectives and feminist scholarship are included in educational leadership preparation programs (ELPPs). Specifically, it includes a review of relevant research literature, data on women’s participation in leadership positions and as faculty within ELPPs, and a survey of ELPPs focused on the inclusion of women’s issues and women’s leadership as a measure of the program’s commitment to social justice.

The Multidimensional Re-Envisioning of Antiracist Educational Leadership Preparation Programs. Bradley W. Carpenter, University of Houston; Sarah Diem, University of Missouri

The overarching goals of this study are to re exively consider the following: (a) what are effective preparation programs doing to develop antiracist school leaders, (b) how do students in these programs conceptualize the ways in which conversations pertaining to race are present and/or missing within their courses, and (c) how are students attempting to engage in such conversations and develop their own racial awareness?

Saturday November 19, 2016 8:00am - 9:10am
Detroit Marriott at the Renaissance Center: Floor 5 - Brule A

Attendees (19)