A Seat at the Table: Using Culturally Responsive Leadership to Provide Equitable and Excellent Opportunities for all Students

The aim of this research was to explore how school-based leaders work to close achievement, equity, and opportunity gaps. Specifically, this study was focused on understanding how the school-based leader can use the positional influence identified in Leithwood and Louis (2012) to lead with a culturally responsive lens.
Ultimately, the school-based leader has the potential to promote an environment that is inclusive for all students thereby having a favorable impact on achievement disparities. Findings from this study contribute to the literature in a variety of ways. First, findings from this research provide insight into how school-based leaders work to close achievement, equity, and opportunity gaps. Second, insight from this study adds to the current literature surrounding the impact of culturally responsive pedagogy on historically marginalized demographics. Third, findings contribute to a better understanding of what characteristics and practices relative to self-reflection, developing teachers to be more culturally responsive, creating a culturally responsive school environment, and being inclusive of all family voices are essential culturally responsive leadership. Additionally, there are implications for leadership preparation and professional development provided to contemporary school-based leaders who are faced with addressing the many needs of growing diverse student populations.