Open to All: Administrators' and Teachers' Perceptions of Issues of Equity and Diversity in Teacher Leadership
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| Title: | Open to All: Administrators' and Teachers' Perceptions of Issues of Equity and Diversity in Teacher Leadership |
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| Language: | English |
| Authors: | Jori S. Beck (ORCID |
| Source: | Urban Education. 2025 60(8):2195-2222. |
| 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: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Leadership, Diversity, Administrator Attitudes, Teacher Attitudes, Racism, Equal Opportunities (Jobs), Critical Race Theory, Barriers, Minority Group Teachers, Teacher Characteristics, Gender Differences |
| Geographic Terms: | Virginia |
| DOI: | 10.1177/00420859231202998 |
| ISSN: | 0042-0859 1552-8340 |
| Abstract: | This study is a response to calls for more research on diversity in teacher leadership (TL), particularly in urban schools. Critical race theory illuminated the role race and racism can play in determining who gets access to TL positions and how that access is characterized using liberal discourse and ideology. We used a component mixed methods design to explore whether administrators and teachers perceived that teacher leadership positions were open to everyone. Beliefs that TL opportunities are "open to all" allow the field to accept the status quo, making it difficult to see (or do anything about) racial inequities. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1474715 |
| Database: | ERIC |
| Abstract: | This study is a response to calls for more research on diversity in teacher leadership (TL), particularly in urban schools. Critical race theory illuminated the role race and racism can play in determining who gets access to TL positions and how that access is characterized using liberal discourse and ideology. We used a component mixed methods design to explore whether administrators and teachers perceived that teacher leadership positions were open to everyone. Beliefs that TL opportunities are "open to all" allow the field to accept the status quo, making it difficult to see (or do anything about) racial inequities. |
|---|---|
| ISSN: | 0042-0859 1552-8340 |
| DOI: | 10.1177/00420859231202998 |
