Critical Change for the Greater Good: Multicultural Perceptions in Educational Leadership Toward Social Justice and Equity

Abstract

Background: Educational leadership for social justice and equity is the primary leadership response to inclusive and equitable education. This inquiry builds on multicultural education and educational leadership to explore an alternative approach to mainstream leadership practice. Purpose: To examine ways in which educational leaders of color in K-12 schools and higher education settings, tap into positive attributes of their identities to address issues germane to social justice and educational equity. Data Collection and Analysis: Qualitative data were examined to determine connections among participants with regard to literature reviewed and research questions. Analyses checked for evidence of culturally responsive leadership practice and the use of critical race theory. Findings: Nine common leadership characteristics were identified. Any leader can choose to use a critical race theory lens when practicing leadership for social justice and equity in diverse settings. Conclusions: These findings suggest the need for alternative models of leadership as a response to diversity in schools and universities, and value in exploring connections between multicultural education and educational leadership. © The University Council for Educational Administration 2013.