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A Measure of the Quality of Educational Leadership Programs for Social Justice: Integrating LGBTIQ Identities into Principal Preparation

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Title: A Measure of the Quality of Educational Leadership Programs for Social Justice: Integrating LGBTIQ Identities into Principal Preparation
Language: English
Authors: O'Malley, Michael P., Capper, Colleen A.
Source: Educational Administration Quarterly. Apr 2015 51(2):290-330.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 41
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Social Justice, Instructional Leadership, Administrator Education, Principals, Educational Quality, Sexual Identity, Surveys, College Faculty, Likert Scales, Grounded Theory, Integrated Curriculum, College Curriculum
DOI: 10.1177/0013161X14532468
ISSN: 0013-161X
Abstract: Purpose: The purpose of this study is to investigate how aspiring principals in the United States are prepared for social justice leadership, by focusing particular attention on equitable leadership for lesbian, gay, bisexual, transgender, intersex, and questioning (LGBTIQ) persons as a measure of the preparation program's commitment to social justice. Research Method: The research design involved a cross-sectional survey instrument completed by 218 full-time faculty teaching in 53 different University Council for Educational Administration university principal preparation programs. We performed descriptive analysis of Likert-type scale responses with cross-tabulation of selected survey questions and constant comparative analysis of open-ended questions. The descriptive analysis provides a one-moment-in-time snapshot of the perceptions of particular education leadership faculty. As such, the data are illustrative of certain patterns evident across the national sample rather than definitive of these programs. Findings: Findings indicate that LGBTIQ identities and themes are only marginally integrated into U.S. principal preparation programs, inclusive of those identified as social justice programs. Social justice programs that do address LGBTIQ identities frequently depend on one faculty member or course to do so, rather than being integrated throughout the program. Implications for Research and Practice: Strategies are clearly needed for integrating LGBTIQ equitable leadership into U.S. principal preparation. More fundamentally, the study challenges the manner in which social justice discourses are constructed. It suggests that the quality of social justice preparation is appropriately measured, in part, and enhanced by the form of communal engagement with identities and experiences marginal within the social justice discourse itself.
Abstractor: As Provided
Number of References: 106
Entry Date: 2015
Accession Number: EJ1054111
Database: ERIC
FullText Text:
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  Data: A Measure of the Quality of Educational Leadership Programs for Social Justice: Integrating LGBTIQ Identities into Principal Preparation
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  Data: <searchLink fieldCode="AR" term="%22O'Malley%2C+Michael+P%2E%22">O'Malley, Michael P.</searchLink><br /><searchLink fieldCode="AR" term="%22Capper%2C+Colleen+A%2E%22">Capper, Colleen A.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Administration+Quarterly%22"><i>Educational Administration Quarterly</i></searchLink>. Apr 2015 51(2):290-330.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Education%22">Administrator Education</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Sexual+Identity%22">Sexual Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Surveys%22">Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Likert+Scales%22">Likert Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Grounded+Theory%22">Grounded Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Integrated+Curriculum%22">Integrated Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22College+Curriculum%22">College Curriculum</searchLink>
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  Data: 10.1177/0013161X14532468
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– Name: Abstract
  Label: Abstract
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  Data: Purpose: The purpose of this study is to investigate how aspiring principals in the United States are prepared for social justice leadership, by focusing particular attention on equitable leadership for lesbian, gay, bisexual, transgender, intersex, and questioning (LGBTIQ) persons as a measure of the preparation program's commitment to social justice. Research Method: The research design involved a cross-sectional survey instrument completed by 218 full-time faculty teaching in 53 different University Council for Educational Administration university principal preparation programs. We performed descriptive analysis of Likert-type scale responses with cross-tabulation of selected survey questions and constant comparative analysis of open-ended questions. The descriptive analysis provides a one-moment-in-time snapshot of the perceptions of particular education leadership faculty. As such, the data are illustrative of certain patterns evident across the national sample rather than definitive of these programs. Findings: Findings indicate that LGBTIQ identities and themes are only marginally integrated into U.S. principal preparation programs, inclusive of those identified as social justice programs. Social justice programs that do address LGBTIQ identities frequently depend on one faculty member or course to do so, rather than being integrated throughout the program. Implications for Research and Practice: Strategies are clearly needed for integrating LGBTIQ equitable leadership into U.S. principal preparation. More fundamentally, the study challenges the manner in which social justice discourses are constructed. It suggests that the quality of social justice preparation is appropriately measured, in part, and enhanced by the form of communal engagement with identities and experiences marginal within the social justice discourse itself.
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