Urban School Principals and Their Role as Multicultural Leaders

TLDR

Urban school principals are examined for their role as multicultural leaders. The study seeks to recommend support strategies for principals in multicultural leadership. The authors use cross‑case analysis of six principals to describe their multicultural leadership practices. The study finds that although principals lacked formal multicultural training, many engaged in diversity‑promoting activities for individual students or immigrant programs, yet awareness of the link between diversity affirmation and student achievement varied.

Abstract

This study focuses on the role of urban school principals as multicultural leaders. Using cross-case analysis, the authors describe what 6 practicing principals do in regard to multicultural leadership. The findings suggest that although multicultural preparation was lacking for these principals, some did engage in work that promoted diversity in their daily activities. All principals dealt with multicultural issues, usually focusing on individual students or specific programs to accommodate immigrants or refugees. Although some principals held high expectations for all, others were less aware of the connection between affirming diversity and student achievement. Recommendations are made to support principals in their work.