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Educational Leadership and Inclusion : Opening Doors for Diversity Ballard, Amanda; Kamarn, Lily; Pope, Roxanne

Abstract

This study invited principals and vice principals who self-identify as members of underrepresented groups to share their perspectives on representation in educational leadership. The goal was to uncover supports which helped them in their pursuit of a leadership role and the barriers they faced. Using a questionnaire and follow-up interviews, a qualitative analysis was conducted focusing on the experiences of school-based administrators in the Evergreen School District in British Columbia. The respondents shared thoughts and feelings on discrimination, stereotypes, double standards, misrepresentation, and inequitable representation. They discussed why representation, role models, and mentorship mattered. They also shared how authenticity, resilience, a growth mindset, and relationship building contributed to their success in becoming a school-based administrator. The stories shared can inform and empower others who aspire to administrative leadership roles in education.

Item Metadata

Title
Educational Leadership and Inclusion : Opening Doors for Diversity
Creator
Ballard, Amanda; Kamarn, Lily; Pope, Roxanne
Date Issued
2020-04
Description
This study invited principals and vice principals who self-identify as members of underrepresented groups to share their perspectives on representation in educational leadership. The goal was to uncover supports which helped them in their pursuit of a leadership role and the barriers they faced. Using a questionnaire and follow-up interviews, a qualitative analysis was conducted focusing on the experiences of school-based administrators in the Evergreen School District in British Columbia. The respondents shared thoughts and feelings on discrimination, stereotypes, double standards, misrepresentation, and inequitable representation. They discussed why representation, role models, and mentorship mattered. They also shared how authenticity, resilience, a growth mindset, and relationship building contributed to their success in becoming a school-based administrator. The stories shared can inform and empower others who aspire to administrative leadership roles in education.
Subject
education; leadership; inclusion; diversity; principal; vice-principal; administrator; school; K-12; representation; underrepresented
Geographic Location
British Columbia; Canada
Genre
Graduating Project
Type
Text
Language
eng
Series
University of British Columbia. EDST 553
Date Available
2020-07-09
Provider
Vancouver : University of British Columbia Library
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International
DOI
10.14288/1.0392160
URI
http://hdl.handle.net/2429/74994
Affiliation
Education, Faculty of; Educational Studies (EDST), Department of
Campus
UBCV
Peer Review Status
Unreviewed
Scholarly Level
Graduate
Rights URI
http://creativecommons.org/licenses/by-nc-nd/4.0/
Aggregated Source Repository
DSpace

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Attribution-NonCommercial-NoDerivatives 4.0 International