Date of Award
2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
This single case study explored K–12 school leaders perceptions of their districts structure for implementing diversity and creating inclusion as a framework (Getzels & Guba, 1957). Previous research that highlighted the views and perceptions of school leaders with respect to diversity and inclusion in schools as social systems focused on the humane side of the behaviors of individuals (Hoy & Miskel, 2005). Nevertheless, traditional Educational leadership programs typically focus on accreditation factors specific to lesson planning, classroom management, and curriculum implementation and exclude the human element (Duffett et al., 2003; Johnson, 2016). The lack of focus on change management systems creates a gap for managing diversity and creating systemic inclusiveness in schools as a social system (Crook et al., 2011). The researcher conducted six in-depth interviews with board, executive, assistant principal, and director-level leaders. The findings revealed a systemic framework for K–12 schools to create inclusion and implement diversity: the top executive leader influences a culture of inclusion in terms of equity, diversity, and inclusivity, and inclusion must exist in the strategic plan rather than solely being compliant with laws and regulations. In addition, leaders demonstrate commitment and hold staff at all levels accountable for achieving the equity, diversity, and inclusion objectives (Gardenswartz & Rowe, 2010). They understand that creating an equitable district is an important challenge that requires dedicated staff members to lead the implementation process.
Recommended Citation
Sutton, Tessa R., "Applications Of Social Systems Theory Relative To Inclusivity In The Context Of K–12 Schools" (2020). All-Inclusive List of Electronic Theses and Dissertations. 1559.
https://scholars.indianastate.edu/etds/1559