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Saturday, November 19 • 12:20pm - 1:30pm
Leader Identity and Social Justice for Students

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A Qualitative Study of Educational Leaders Enacting Social Justice for LGBTQ Students. Allison Martin, University of Utah

This paper describes a qualitative research study of educational leaders enacting social justice practices aimed at improving the quality of schooling for LGBTQ students. The study draws on theories of leadership for social justice and expands connections between such practices and the inclusion of LGBTQ identities in K-12 schools. The paper focuses on current leaders who are implementing such solutions and describes their methods, the barriers they face, and their strategies for dealing with such resistance.

LGBTQI Principals: An Exploration Into Leadership Experiences and Challenges. Isaac W. Williams, David DeMatthews (University of Texas at El Paso)

This paper reports on a qualitative multicase study of LGBTQI principals and how they lead to create more inclusive and equitable schools for LGBTQI youth and their peers. Specifically, this paper analyzes the experiences and challenges faced by principals who have a diverse set of sexual orientations along the U.S.–Mexico border.

Evolution of Social Justice Identity: Theory of Individual and Organizational Identity Development Toward Social Justice. Colleen A. Capper, Heather Roth (University of Wisconsin-Madison)

This paper proposes a theory that links individual identity development theories and their intersections to organizational identity and development toward social justice ends. We identi fied six key principles of this theory that can begin to help explain and inform leadership for social justice, contradictions in this leadership, and how schools evolve toward social justice.

The New “Eyes on the Prize”: School Leaders Pursuing Equity. Osly Flores, University of Pittsburgh

This paper draws from a narrative study of eight school leaders who have been recognized
as holding equitable practices. Through stories told by eight school leaders, I explore the commitment by school leaders motivated towards equity in schools—a commitment that arises from holding to just rights of others.

Taking a Selfie: Examining Identity in Educational Leadership Preparation Programs. Tanya Alyson Long, Katherine Lewis, Michael P. O’Malley (Texas State University)

This paper serves to promote discourse surrounding the preparation of social justice leaders
by analyzing a curriculum-based intervention in which doctoral students used sel es to communicate their leadership identities. Participants engaged in discourses surrounding identities and tensions between what was intended and what was perceived. Images and audience perceptions were analyzed through a social semiotics frame. This theoretical analysis provides discourses surrounding the experimentation with new forms of curriculum-based interventions for social justice preparation.

Saturday November 19, 2016 12:20pm - 1:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Nicolet B

Attendees (14)