Blazing New Trails - Connexions

Preparing Future School Leaders to Foster Site Level Cultural Proficiency 299
The Leader’s Role in Promoting Social Equity
In order to develop culturally competent schools, leaders must promote social justice. If
there is social justice, there is a greater chance that students will be successful (Johnson, 2003;
Juettner, 2003; Riehl, 2000). When Cambron-McCabe and McCarthy (2005) identified what
leaders do to promote social justice, they emphasized that these individuals provide a “critical
analysis of conditions that have perpetuated historical inequities in schools and work to change
institutional structures and culture” (p. 202). The authors shared their concerns regarding the
lack of preparation for school leaders in the area of social justice, claiming that new leadership
standards alone do not address these issues. In addition, high academic standards and stringent
assessment strategies are not necessarily the answer to helping all students achieve, and these
elements may actually limit leaders who wish to create more inclusive environments
(Cambron-McCabe & McCarthy, 2005).
The Concept of Cultural Proficiency
A culturally responsive approach to leadership in the schools is needed due to changes
in demographics and the ever present demand to assure that all groups reach acceptable
academic levels as mandated by No Child Left Behind. Moyer and Clymer (2009) chronicled
the changes that have occurred in American schools, describing the millions of second
language learners in need of assistance and the growing number of minority students
(estimated to reach 57% of the student population by 2050). They emphasized that educators
must be able and willing to effectively serve this increasingly diverse student body. The
authors optimistically applauded the gradual shift that is evolving in mindsets of more and
more educators seeing diversity as positive rather than problematic.
Providing a culturally responsive environment means that staff members understand
their own culture, are aware and accepting of the cultures at their site, and create and carry out
policies and practices that support all students and families, not just some. Cultural competence
goes beyond celebrations, months dedicated to recognize particular groups, artifact displays,
and inspirational speakers. Instead, it means that the mission and vision of the school
effectively address diversity. It also means that curriculum, instruction and assessment are
designed to provide experiences that are inclusive, meaningful and realistic. Interaction with all
segments of the population both within and outside of the classroom is respectful, and conflict
is dealt with in a culturally appropriate way in culturally responsive schools (Bustamante et al.,
2009).
Developing Cultural Proficiency
Cultural proficiency requires leaders to ask themselves and others difficult questions.
Lindsey et al. (2005) asked educators to examine their attitudes and values, weigh their ability
to openly discuss race and culture, assess their willingness to accept others’ viewpoints, and
consider their communication skills when working with diverse groups. In order to guide
others in this crucial process, leaders must be able and willing to challenge and reconstruct
paradigms that have been in existence for a long time. This task requires that leaders know
what to look for and expect. They must also possess a readiness to lead individuals through a
difficult and oftentimes uncomfortable change process.
It is necessary to point out that cultural diversity includes other aspects besides minority
or second language status. Payne (1996) offered a perspective concerning a culture of poverty