Examining the lived experiences and impact of public school leaders within Cultural Proficiency & Equity Professional Development

Heinel, Wesley R.

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https://hdl.handle.net/2142/124323 Copy

Description

Title

Examining the lived experiences and impact of public school leaders within Cultural Proficiency & Equity Professional Development

Author(s)

Heinel, Wesley R.

Issue Date

2024-04-22

Director of Research (if dissertation) or Advisor (if thesis)

Ward Hood, Denice

Doctoral Committee Chair(s)

Ward Hood, Denice

Committee Member(s)

• Huang, David
• Pak, Yoon
• Rice, Patrick

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Cultural Proficiency & Equity
• Professional Development
• equity in public education
• Critical Race Theory
• Social Practice Theory
• marginalized populations
• disproportionality
• activism

Abstract

Vulnerable engagement by educational leaders and teachers within Cultural Proficiency & Equity (CP&E) Professional Development (PD) remains vital to leading initiatives that serve to increase educator awareness, foster self-reflection, and evolve practice over time to yield actionable change for all students. To cultivate educational environments where holistic experiences are rooted in equitable opportunity, influences such as race/ethnicity, socioeconomic status, and (dis)ability adversely impacting marginalized populations must be minimized via intersectionality within CP&E PD. Committed, empathetic intentionality manifested within emotional intelligence and dedication is requisite. Through a blend of a descriptive and interpretive phenomenological methodology, as well as exploratory research – grounded within Critical Race Theory (CRT) and Social Practice Theory (SPT) as frameworks – this Mixed Methods Research Study (MMRS) examines the lived experiences of 18 public school leaders. Participants shared challenges and barriers in institutionalizing cultural knowledge to address a history of inequitable access to education in the community, while stressing that CP&E becomes politicized and is mentally-taxing. Shared stories, paired with opinions of multi-year PD, illustrate a massive responsibility challenged by active and passive resistance towards activism. Findings included misconceptions regarding CRT, differing levels of urgency to strengthen organizational capacity, and progress contingent upon values and beliefs serving to expand CP&E knowledge. Ideas such as bias, culture, diversity, and equity represented discourse topics of comfort, whereas antiracism, disproportionality, inclusion, race, and Whiteness were addressed with reservation. Leaders believe enhanced understanding is attainable through personal growth and targeted PD – which leverages relationships with all stakeholders – yet, various voices still showcased doubtful undertones for change becoming actualized.

Graduation Semester

2024-05

Type of Resource

Thesis

Copyright and License Information

Copyright 2024 Wesley Heinel

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