Document Type
Peer-Reviewed Article
Publication Date
2020
Abstract
The ability of school leaders to recognize and confront marginalizing narratives that prevent equitable access and outcomes for their historically underserved student populations is critical to transforming their schools. This article is designed to build the leadership capacity of suburban school leaders to intervene in inequitable practices by leading them through an exploration of eight beliefs and assumptions - and the problematic decisions often prompted by them - that have been identified in the literature as barriers to the academic and post-secondary advancement of historically underserved student populations attending suburban schools.
Recommended Citation
Preis, Deirdra (2020). Preparing suburban school leaders to recognize everyday narratives that promote opportunity gaps. Journal of Educational Leadership and Policy Studies, 4(1). Retrieved from https://go.southernct.edu/jelps/#issues
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Social and Philosophical Foundations of Education Commons
Comments
Copyright notice: Authors hold the copyright to any article they publish in JELPS. Before the article is published, each author must provide full consent for the publication agreement. Credit as original publisher should be given to JELPS if reprints are made and include the URL of the JELPS publication. Anyone can copy any article(s) found within JELPS as along as credit is given and copies of the article are not sold.