Document Type
Article
Publication Date
2023
DOI
https://doi.org/10.1177/00420859231202998
Publication Title
Urban Education
Pages
38 pp.
Abstract
This study is a response to calls for more research on diversity in teacher leadership (TL), particularly in urban schools. Critical race theory illuminated the role race and racism can play in determining who gets access to TL positions and how that access is characterized using liberal discourse and ideology. We used a component mixed methods design to explore whether administrators and teachers perceived that teacher leadership positions were open to everyone. Beliefs that TL opportunities are “open to all” allow the field to accept the status quo, making it difficult to see (or do anything about) racial inequities.
Rights
© Copyright, the Authors.
ORCID
0000-0002-3175-0547 (Beck); 0000-0002-2326-3984 (Hinton); 0000-0002-1138-5079 (Wiens)
Original Publication Citation
Beck, J. S., Hinton, K., Butler, B. M., & Wiens, P. D. Open to All: Administrators’ and Teachers’ Perceptions of Issues of Equity and Diversity in Teacher Leadership [Article in Press]. Urban Education. https://doi.org/10.1177/00420859231202998
Repository Citation
Beck, Jori S.; Hinton, KaaVonia; Butler, Brandon M.; and Wiens, Peter D., "Open to All: Administrators’ and Teachers’ Perceptions of Issues of Equity and Diversity in Teacher Leadership" (2023). Teaching & Learning Faculty Publications. 231.
https://digitalcommons.odu.edu/teachinglearning_fac_pubs/231
Included in
Educational Leadership Commons, Teacher Education and Professional Development Commons, Urban Education Commons
Comments
This is the final author version of an article published in Urban Education:
Beck, J. S., Hinton, K., Butler, B. M., & Wiens, P. D. (2023). Open to All: Administrators’ and Teachers’ Perceptions of Issues of Equity and Diversity in Teacher Leadership. Urban Education, 0(0). https://doi.org/10.1177/00420859231202998