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Culturally responsive practice and the role of school administrators
Abstract
In recent years, student populations within public schools in the United States have become increasingly diverse, both culturally and linguistically, and are projected to continue to grow in diversity in the future. Consequently, educators must be prepared to support the needs and education of students with multicultural backgrounds who may differ from them. School administrators play an important role in creating safe, accepting school environments and guiding the education of diverse student populations. However, there is a need for additional guidance for school leaders in cultivating schools that promote equity for all students. Using the National Policy Board for Educational Administration (NPBEA) Professional Standards for Educational Leaders as a guiding framework, this paper provides practical suggestions regarding culturally responsive strategies and practices that school administrators might employ in leading diverse school communities.
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“to specifically address culturally responsive competencies, professional growth opportunities must be intentional and consistently embedded in everyday practices for all staff (Minkos et al., 2017).”
From Teacher and Middle Leader Perceptions of Culturally Responsive Middle Leadership Practices and Their Ability to Meet the Needs of Māori Students in New Zealand Secondary Schools (2024) · cites this paper as Minkos et al., 2017
Citations
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References 22 · Cited by 49
Research works printed but not linked: 6
- Goldring R., 2013, Characteristics of public and private elementary and secondary school teachers in the United States: Results from the 2011–2012 schools and staffing survey (NCES 2013–314)
- Jones J., 2014, Best practices in school psychology: Foundations, 49
- Lopez E. C., 2010, Handbook of education, training, and supervision of school psychologists in school and community, 111
- Miranda A. H., 2014, Best practices in school psychology: Foundations, 9
- National Policy Board for Educational Administration (NPBEA), 2011, Educational leadership program standards, 2011 ELCC building level
- National Policy Board for Educational Administration (NPBEA)., 2015, Professional standards for educational leaders 2015
Metadata
- Authors
- Minkos, M. L., Sassu, K. A., Gregory, J. L., Patwa, S. S., Theodore, L. A., & Femc‐Bagwell, M.
- Affiliations
- LEARN
- Southern Connecticut State University (US)
- Mansfield, Connecticut Public Schools
- William & Mary (US)
- University of Connecticut (US)
- Corresponding author
- Minkos, Marlena L.
- Venue
- Psychology in the Schools
- Publisher
- Wiley
- Published
- 2017-10-27
- Volume
- 54
- Issue
- 10
- Pages
- 1260-1266
- ISSN
- 0033-3085 (ISSN-L)
- 1520-6807
- OpenAlex
- W2765251156
- Cited by
- 49
- References
- 22
- Citations by year
- 2026: 6 · 2025: 3 · 2024: 6 · 2023: 14 · 2022: 3 · 2021: 7 · 2020: 6 · 2019: 2 · 2018: 1 · 2017: 1
- FWCI
- 9.76
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychology in the Schools (publishedVersion)
- Topics
- Social Sciences › Education › Educational Leadership and Practices
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Global Education and Multiculturalism
- Keywords
- culturally responsive practice, school administrators, educational leadership, student diversity, multicultural education, school climate, educational equity, culturally diverse students
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- CoChat. (2026). Citation check: Culturally responsive practice and the role of school administrators. https://app.cochat.ai/papers/10.1002/pits.22072
- The paper
- Minkos, M. L., Sassu, K. A., Gregory, J. L., Patwa, S. S., Theodore, L. A., & Femc‐Bagwell, M. (2017). Culturally responsive practice and the role of school administrators. Psychology in the Schools. https://doi.org/10.1002/pits.22072
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
