Toward a Theory of Sympathetic Leadership: Asian American School Administrators’ Expectations for Justice and Excellence

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Daniel D. Liou, J. Liang
{"title":"Toward a Theory of Sympathetic Leadership: Asian American School Administrators’ Expectations for Justice and Excellence","authors":"Daniel D. Liou, J. Liang","doi":"10.1177/0013161X20941915","DOIUrl":null,"url":null,"abstract":"Purpose: This qualitative case study illuminates the leadership practices of four female Asian American administrators in urban schools. Due to their underrepresentation in leadership roles, the need is pressing for research to capture concrete exemplars on beliefs and practices of sympathy based on an asset-oriented approach to school leadership. The study’s research questions include (a) How do Asian American school administrators define their social justice beliefs and expectations for their school community? (b) How do these four Asian American school administrators communicate their expectations through sympathetic leadership to resist deficit models of education? Method: This study includes four research participants from two states. Data collection includes two rounds of in-depth interviews, field observations, reflective memos, and archival sources. Data analysis is guided by inductive approaches. Findings: Research findings demonstrate how Asian American school administrators define social justice through four relational practices with their community: (a) develop intimate knowledge of students and their racialized history, (b) enact asset-based sympathy as a condition of solidarity, (c) form connections based on relational equity to counteract White supremacy, and (d) prepare students for an equitable future through intellectual rigor. Implications: This study contends that leadership must begin with an epistemic shift from racial indifference and deficit thinking to the practice of sympathetic touch. Social justice revolution in schools and society starts when the minds and expectations of the leaders and those they serve become one and the same.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2020-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0013161X20941915","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Administration Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/0013161X20941915","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 4

Abstract

Purpose: This qualitative case study illuminates the leadership practices of four female Asian American administrators in urban schools. Due to their underrepresentation in leadership roles, the need is pressing for research to capture concrete exemplars on beliefs and practices of sympathy based on an asset-oriented approach to school leadership. The study’s research questions include (a) How do Asian American school administrators define their social justice beliefs and expectations for their school community? (b) How do these four Asian American school administrators communicate their expectations through sympathetic leadership to resist deficit models of education? Method: This study includes four research participants from two states. Data collection includes two rounds of in-depth interviews, field observations, reflective memos, and archival sources. Data analysis is guided by inductive approaches. Findings: Research findings demonstrate how Asian American school administrators define social justice through four relational practices with their community: (a) develop intimate knowledge of students and their racialized history, (b) enact asset-based sympathy as a condition of solidarity, (c) form connections based on relational equity to counteract White supremacy, and (d) prepare students for an equitable future through intellectual rigor. Implications: This study contends that leadership must begin with an epistemic shift from racial indifference and deficit thinking to the practice of sympathetic touch. Social justice revolution in schools and society starts when the minds and expectations of the leaders and those they serve become one and the same.
走向同情型领导理论:亚裔美国学校管理者对公正与卓越的期望
目的:本定性案例研究阐明了四位亚裔女性管理者在城市学校的领导实践。由于他们在领导角色中的代表性不足,迫切需要进行研究,以获取基于资产导向的学校领导方法的同情信念和实践的具体范例。该研究的研究问题包括:(a)亚裔美国学校管理者如何定义他们的社会正义信念和对学校社区的期望?(b) 这四位亚裔美国学校管理者如何通过富有同情心的领导来传达他们的期望,以抵制教育赤字模式?方法:本研究包括来自两个州的四名研究参与者。数据收集包括两轮深入访谈、实地观察、反思性备忘录和档案来源。数据分析以归纳法为指导。研究结果:研究结果表明,亚裔美国学校管理者如何通过与社区的四种关系实践来定义社会正义:(a)发展对学生及其种族化历史的深入了解,(b)将基于资产的同情作为团结的条件,(c)建立基于关系公平的联系,以对抗白人至上主义,以及(d)通过严谨的知识为学生创造公平的未来做好准备。启示:这项研究认为,领导力必须从从种族冷漠和赤字思维到同情触摸实践的认知转变开始。当领导者和他们所服务的人的思想和期望变得一致时,学校和社会的社会正义革命就开始了。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信