School-Based Personnel Advocacy for Undocumented Students through Collective Leadership in Urban Schools: A Comparative Case Study

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

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31

Advocacy; Undocumented Immigrants; Social Justice; Instructional Leadership; Principals; Administrator Attitudes; Assistant Principals; Comparative Analysis; Case Studies; Administrator Role; Equal Education; Decision Making; Leadership Styles; Urban Schools; Law Enforcement; Public Policy; Administrator Characteristics; Middle School Students; Institutional Characteristics; Social Work; Counselor Attitudes; English Language Learners

New York (New York); Maryland (Baltimore)

10.1177/19427751221081887

1942-7751

This study examines how school-based personnel (i.e., principals, assistant principals, and school social workers) defined and engaged in collective leadership to support undocumented students. This instrumental, comparative case study explores their roles, relational processes, and the extent to which school-based personnel's relationships expanded or inhibited advocacy and equity work. Findings showcase a continuum of collective leadership, role management, and boundary work that influence advocacy for immigrant students. This research expands understandings of collective leadership, decision-making, and engagement with immigrant students. Implications for a social justice-oriented collective leadership model are discussed.

As Provided

2023

EJ1387502