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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
Language: English
Authors: Jori S. Beck (ORCID 0000-0002-3175-0547), KaaVonia Hinton (ORCID 0000-0002-2326-3984), Brandon M. Butler, Peter D. Wiens (ORCID 0000-0002-1138-5079)
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
FullText Text:
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  Data: Open to All: Administrators' and Teachers' Perceptions of Issues of Equity and Diversity in Teacher Leadership
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  Data: <searchLink fieldCode="AR" term="%22Jori+S%2E+Beck%22">Jori S. Beck</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3175-0547">0000-0002-3175-0547</externalLink>)<br /><searchLink fieldCode="AR" term="%22KaaVonia+Hinton%22">KaaVonia Hinton</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2326-3984">0000-0002-2326-3984</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brandon+M%2E+Butler%22">Brandon M. Butler</searchLink><br /><searchLink fieldCode="AR" term="%22Peter+D%2E+Wiens%22">Peter D. Wiens</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1138-5079">0000-0002-1138-5079</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Urban+Education%22"><i>Urban Education</i></searchLink>. 2025 60(8):2195-2222.
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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: https://sagepub.com
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  Data: 28
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Leadership%22">Teacher Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Opportunities+%28Jobs%29%22">Equal Opportunities (Jobs)</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Race+Theory%22">Critical Race Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Virginia%22">Virginia</searchLink>
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  Data: 10.1177/00420859231202998
– Name: ISSN
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  Data: 0042-0859<br />1552-8340
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: EJ1474715
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      – Type: doi
        Value: 10.1177/00420859231202998
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 2195
    Subjects:
      – SubjectFull: Teacher Leadership
        Type: general
      – SubjectFull: Diversity
        Type: general
      – SubjectFull: Administrator Attitudes
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Racism
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      – SubjectFull: Equal Opportunities (Jobs)
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      – SubjectFull: Critical Race Theory
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      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Minority Group Teachers
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Gender Differences
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      – SubjectFull: Virginia
        Type: general
    Titles:
      – TitleFull: Open to All: Administrators' and Teachers' Perceptions of Issues of Equity and Diversity in Teacher Leadership
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              M: 09
              Type: published
              Y: 2025
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