Superintendents’ Multicultural Competencies

Abstract

This study examined the competencies required by superintendents to lead schools in diverse cultural settings. Based on the perceptions of experts in the field of multicultural education and experienced school executives, an attempt was made to discover the multicultural knowledge (Banks, 1994b; Pearson, 1984), attitudes (Smolicz, 1979; Znaniecki, 1968), and skills (Haugland, 1987; AASA, 1987; Harris and Wan, 1991) needed by superintendents to better respond to the dramatic demographic changes and complexities of today's diverse student population. Data were gathered and analyzed following a combined research design. It included three stages: 1) interviews with twelve experts in the field of multicultural education; 2) participation of fourteen expert superintendents using a modified version of the Delphi technique; and 3) written responses, of four superintendency practitioners, to a case report. Findings revealed agreement between experts and superintendents on what constitutes the multicultural competencies of superintendents to some extent. Specifically, seven categories of multicultural knowledge, four categories of multicultural attitudes, and two categories of multicultural skills emerged from the data. Further, each of these categories were stated in terms of tasks and subtasks to better reflect the specific attributes of each competency (Harris and Wan, 1991). While this study supports the importance of multicultural competencies for superintendents to be able to successfully lead schools in diverse settings, it also implies the need to develop diagnostic assessments and development endeavors so that school leaders enhance their capacity to achieve equity and excellence for all children.