Perceptions of Culturally Responsive Leadership Inside and outside of a Principal Preparation Program

Abstract

This was a qualitative study with the purpose of describing and comparing how culturally responsive leadership (CRL) was perceived by different types of educators inside and outside of a Master's program in educational leadership focused on social justice and CRL. Participants included new-to-the-program students, end-of-program students, and school administrators who had not attended the Master's program. Two interviews were held with each participant, and themes for each type of participant were identified and compared. End-of-program students generally had more sophisticated conceptions of CRL than new students or school administrators.