Date of Award
Spring 5-16-2025
Document Type
Dissertation (799 registration)
Degree Name
Doctor of Education in Educational Leadership
Department
Graduate Studies
Committee Chair
Boyd Bradbury
Keywords
School leadership, Cultural diversity, Inclusion, Grounded theory, Educational settings, Qualitative research, Inclusive practices, Constructivist paradigm, Interpretivist epistemology, Confidentiality.
Abstract
This study addresses the pressing issue of how school leadership influences the promotion and support of cultural diversity and inclusion within classrooms. Despite growing demographic diversity in educational settings, many schools fail to adequately prioritize cultural inclusion, leading to inequities in educational opportunities, social isolation, and discrimination for students from diverse backgrounds. School leaders are uniquely positioned to create inclusive environments, yet there remains limited research on how they implement and sustain effective diversity practices. This qualitative study explores the experiences and strategies of school leaders who have successfully fostered inclusive educational environments. Grounded in a constructivist paradigm and employing a questionnaire-based approach, the research focuses on uncovering patterns and themes that inform best practices for promoting cultural diversity in schools. The study utilizes grounded theory as its primary framework to develop actionable insights into effective leadership practices while highlighting the challenges leaders face, such as resource constraints and institutional resistance. The findings are expected to offer valuable contributions to educators, administrators, and policymakers, equipping them with strategies to design and sustain inclusive educational environments. By addressing gaps in existing literature and offering practical recommendations, this research aims to inspire a transformative approach to school leadership that prioritizes equity, cultural diversity, and inclusion.
Recommended Citation
Alier, Matuor Dot, "THE ROLE OF SCHOOL LEADERSHIP IN PROMOTING AND SUPPORTING CULTURAL DIVERSITY AND INCLUSION IN THE CLASSROOM: A GROUNDED THEORY APPROACH" (2025). Dissertations, Theses, and Projects. 1058.
https://red.mnstate.edu/thesis/1058
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Leadership Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Language and Literacy Education Commons
