Publication Date

8-31-2011

DOI (Digital Object Identifier)

10.26716/redlands/doctor/2011.1

Department

Leadership and Higher Education

Degree

Doctor of Education (Ed.D)

Dissertation Chair

Philip S. Mirci

Committee Members

Alayne Sullivan

Angela Louque

Keywords

education; social sciences; critical self-insight; cultural proficiency; social justice; transformative learning; women administrators

Disciplines

African American Studies | Educational Leadership

Abstract

The federally mandated reform, No Child Left Behind, asserted the need to close the achievement gap between White students and traditionally underserved students. The pursuit of equity for all students has necessitated the need for leaders who possess cultural proficiency. This autoethnographic study utilized a cultural proficiency continuum as a framework for reflecting on the experiences and the meaning attributed to them by an African American female secondary school administrator. The study was prompted by experiences of a personal paradigm shift as a result of engaging in transformative learning prompted by opportunities throughout the doctoral program to challenge unexamined assumptions. The theoretical lens used in the study was critical race theory. The purpose of this study was for the researcher to gain insight into her own socialization and to analyze how these experiences impact her as an educational leader. The study documented the interactions and experiences that have shaped the researcher's socialization. An analysis of the interactions, along with the insights that emerged were used to further personal transformative reflective learning. Analysis of the data resulted in insights regarding cultural proficiency that will enable her to increase her effectiveness as a systemic agent of social change.

Comments

© 2011 Keyisha Holmes

All Rights Reserved

ISBN: 9781124768083

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