Campus Units

Education, School of

Document Type

Article

Publication Version

Published Version

Publication Date

5-2009

Journal or Book Title

Journal of School Leadership

Volume

19

Issue

3

First Page

299

Last Page

333

Abstract

This study explores student reflections about issues related to equity, diversity, and social justice from an educational foundations course. Online reflections and course assignments were analyzed from 15 aspiring administrators for patterns. Findings indicate that (1) students were willing to engage and reflect on their experiences and cultural identity, (2) students used their worldviews as filters for these experiences, (3) students were not necessarily willing to experience discomfort for the sake of learning about difference, and (4) students thought about their identities in a range of distinct developmental ways. If educational administration programs are to prepare future administrators who are reflective practitioners and critical thinkers working for social justice, professors must prepare these individuals to acknowledge their cultural identity and its implications for the schools they lead, and professors must account for their students' developmental differences in class.

Comments

This article is published as Hernandez, F., & Marshall, J. M. (2009). "Where I came from, where I am now, and where I'd like to be": Aspiring administrators reflect on cultural identity. Journal of School Leadership, 19(3), 299-333. Reproduced by permission of Rowman & Littlefield https://rowman.com/Page/JSL.

Rights

Copyright 2009 Rowman & Littlefield Publishing Group. All rights reserved. Please contact the publisher for permission to copy, distribute or reprint.

Copyright Owner

Rowman & Littlefield Publishing Group

Language

en

File Format

application/pdf

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