Examining the Foundations of Culturally and Linguistically Sustaining School Leadership: Towards a Democratic Project of Schooling in Dual Language Bilingual Education

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  • Author(s): Leu Bonanno, Sandra (ORCID Leu Bonanno, Sandra (ORCID 0000-0002-8520-3709)
  • Language:
    English
  • Source:
    Educational Administration Quarterly. Feb 2023 59(1):72-111.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: https://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      40
    • Education Level:
      Elementary Secondary Education
    • Subject Terms:
      Instructional Leadership; Minority Group Students; Comparative Analysis; Cultural Differences; Self Concept; Teaching Methods; Culturally Relevant Education; Bilingual Education; Educational Environment; School Administration; Principals; Administrator Attitudes; Leadership Role; Grounded Theory; English (Second Language); Second Language Learning; Elementary Secondary Education
    • Subject Terms:
      Utah
    • Accession Number:
      10.1177/0013161X221106972
    • ISSN:
      0013-161X
      1552-3519
    • Abstract:
      Purpose: Building upon the positive findings from culturally sustaining pedagogical studies, this paper explores how culturally sustaining approaches might operate on an organizational level. Examined in the context of dual language bilingual education (DLBE), this paper proposes a conceptually and empirically-guided culturally and linguistically sustaining school leadership approach (CLSL) as one option for researchers and practitioners to reimagine schools to be more affirming and sustaining for Students of Color (SOC). Research Methods: This project employed a constant comparative analysis across case studies to describe and compare culturally and linguistically sustaining mindsets and practices of DLBE principals in the state of Utah (Miles et al., 2014). Data collection involved participant methods and data analysis was completed through cycles of inductive and deductive qualitative coding. Findings and Implications: The study unveiled four leadership dimensions--"cultivating critical consciousness for self and community, fostering a culturally and linguistically sustaining school climate, supporting culturally sustaining pedagogies, and enacting democratic structures"--that operated in tandem to configure a culturally and linguistically sustaining school leadership. The themes bridge existing literature to define culturally sustaining tenets represented in the leadership role by describing ways principals reimagined schools to benefit SOC rather than solely responding to students' identities and maintaining assimilative student outcomes.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1369489