Exploring Culturally Relevant School Leadership Practices: An Autoethnographic Study

The focus of this autoethnographic study was on the implementation and impact of Culturally Responsive School Leadership (CRSL) within an elementary school. The school is comprised of approximately 400 P-5 students, with a predominantly Black student body (77%), along with students who identify as Hispanic, multiracial, White, and other ethnic backgrounds. Three research questions were posed: 1) In what ways have I, as a school principal, integrated culturally relevant leadership practices into the decision-making framework at the school? 2) How might what I learn about other principals’ implementation of CRP in their respective schools inform my understanding of its effectiveness and challenges at my school? And 3) What role does culturally relevant instruction play in a school’s success from the perspectives of both principals and teachers? Data sources included: interviews, self-reflective journals, emails, observations, and professional development documents. Data analyses were conducted through open and manual coding to ensure a comprehensive understanding of the findings. Three journal manuscripts were written to expatiate the research findings, conceptual framework, and practical application of the study. The first manuscript, a research article, details an autographic analysis of the implementation of CRSL in schools, pinpointing four key themes and implications for leadership practice: 1) inclusive decision making, 2) teacher support and professional development, 3) culturally relevant curriculum, and 4) empowerment. The second manuscript delved into CRSL, the conceptual framework, offering four tips for principals based on academic literature and data analyses from this study: 1) know thyself, 2) including teachers’ and staff’s input in decisions, 3) prioritize Black students without negating others, and 4) addressing and overcoming the fear of CRSL. By knowing ourselves, including teachers' voices while prioritizing marginalized students, and overcoming fears, educational environments can elevate students’ cultural identities. The third manuscript translated research findings into practical strategies for school leaders, emphasizing the importance of reflective practice and community engagement, the role that CRSL played in the lives of Black students, insights from implementing CRSL principles, and how the principles looked in practice. The first principle, cultural responsiveness, is highlighted as essential for effective school leadership. The second principle, cultural sustainability, focused on integrating and continuously improving culturally relevant practices within the school. The third principle, foundational mindsets and actions, involved critical self-reflection, engaging teachers in culturally relevant instruction, advocating for inclusive and anti-oppressive classrooms, and connecting with students' Indigenous and local communities. The concluding chapter synthesized research findings, offering interpretations and recommendations for future research and practice. This dissertation study highlights the importance and significance of CRSL in enhancing academic achievement for Black students and identifies potential areas for additional research to broaden its implementation and efficacy.