What are the ways in which a culturally responsive school leader influences the learning environment of historically marginalized students in an urban high school?

Abstract

This qualitative case study describes one urban school leader’s behaviors in the process of implementing culturally responsive school practices. Through deductive and inductive analysis, this study identifies key behaviors of urban culturally responsive school leaders that promote sustainable culturally responsive practices in their schools. Evidence from interviews, observations, and documents shows the unique actions that culturally responsive school leaders embody and how they respond to culturally unique school contexts. Further research is recommended to expand the understanding and knowledge of culturally responsive school practices and strategies used by school leaders in relation to community contexts and influence.