This qualitative study investigated the degree to which master’s level principal preparation curriculum materials of four Illinois universities addressed cultural competency. There continues to be a rapid increase in the number of culturally diverse students within the American education system. Research suggests that contemporary curriculum designs fail to esteem diversity and recognize the contributions made by minority cultures to American society. As a result, universities are being questioned about their ability to cultivate educational leaders to assume a culturally proficient mindset in order to initiate the socially just progression of schools. The descriptive research design of content analysis aimed to assess the degree of cultural competency of the textbooks required for master’s level principal preparation programs. This methodology acknowledged the types of textbooks utilized to prepare principals and relied on identifying thematic patterns within the texts to categorize and summarize the literature. The findings indicated the types of textbooks used in the four Illinois master’s level leadership courses are comprised of academic discourse, reference books, legal guides, and novels. Further, the findings produced overriding a priori and emerging themes of race, racism, and social justice/ethics. All sites addressed cultural competency through the selection of comprehensive texts inclusive of a thorough dispersion of topics to support best practices for educational leaders in diverse schools.
|Advisor:||Everson, Susan Toft|
|Commitee:||Welborn, Jaime E., Wood, Jo Nell|
|School:||Saint Louis University|
|School Location:||United States -- Missouri|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Multicultural Education, Teacher education, Educational administration, Educational sociology|
|Keywords:||Cultural competency, Cultural proficiency, Diversity, Equity, Experience education, University programs|
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