DEMOGRAPHIC SHIFTS IN ARIZONA SUBURBAN ELEMENTARY SCHOOLS AND PRINCIPALS’ SOCIAL JUSTICE LEADERSHIP

Abstract

This study investigated principals’ social justice leadership in two Arizona suburban public elementary schools (SPES) undergoing increases in minority students, decreases in white students, increases in child poverty, and increases in achievement gaps. A social justice (SJ) conceptual framework guided this qualitative multiple case study and overarching question: How is principals’ social justice leadership perceived and practiced in SPES undergoing demographic shifts in students’ diversity? A principal and six K-5 teachers participated at each school. Analysis of interviews, observations, and documents revealed how principals approached students’ social and educational inequalities while trying to maintain A+ Schools. Findings showed: principals lacked SJ consciousness yet used SJ principles; child poverty and poor academic preparation trumped race concerns; principals appealed for more resources; and neither training nor experiences prepared participants for change.