Diversity Ideology and School Leadership: Obscuring Inequities for Emergent Bilingual Students in Career and Technical Education

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2021-11-06 DOI:10.1177/0013161X211052510
Mark R. Emerick
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引用次数: 4

Abstract

Purpose: The purpose of this article is to examine the ways in which school leaders in career and technical education (CTE) conceptualized diversity and inclusion for emergent bilingual students (EBs) and how their beliefs about diversity manifested in institutional support (or lack thereof) for EBs. Research Method: This study draws on data collected during a year-and-a-half long qualitative case study at a large, nationally recognized CTE center. The primary sources of data were interviews with administrators, teachers, and students; local artifacts, student records, and state-level enrollment data were also used. Findings: CTE administrators adhered to diversity ideology when discussing issues of diversity and EBs' inclusion at their institution and believed that they cultivated an inclusive educational environment. This ideology resulted in superficial diversity and inclusion initiatives that did not ensure that EBs had equitable access to CTE program nor that teachers had a sufficient system of support to ensure EBs’ academic success, despite the administration's stated commitment to equal opportunity and inclusion. Implications: These findings suggest the need for administrators to critically examine their conceptualization of diversity and equity when considering how to support EBs in CTE programs.
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多元意识形态与学校领导:职业技术教育中新兴双语学生的不公平现象
目的:本文的目的是研究职业和技术教育(CTE)中的学校领导对新兴双语学生(EBs)的多样性和包容性的概念化方式,以及他们对多样性的信念如何表现在对EBs的机构支持(或缺乏机构支持)中。研究方法:这项研究利用了在一个全国公认的大型CTE中心进行的长达一年半的定性案例研究中收集的数据。数据的主要来源是对行政人员、教师和学生的访谈;还使用了当地文物、学生记录和州级招生数据。研究结果:CTE管理人员在讨论学校的多样性和EB包容性问题时坚持多样性意识形态,并认为他们培养了一个包容性的教育环境。这种意识形态导致了肤浅的多样性和包容性举措,尽管政府明确承诺平等机会和包容性,但这些举措并不能确保EB有公平的机会参加CTE项目,也不能确保教师有足够的支持系统来确保EB的学术成功。启示:这些发现表明,在考虑如何在CTE项目中支持EB时,管理者需要批判性地审视他们对多样性和公平的概念。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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