In this white paper, Decoteau Irby examines what we already know and what more educational scholars, policy makers, and practitioners should know to strengthen the principal preparation and support pipeline for would-be, aspiring, and practicing Asian, Black, Latinx, and Indigenous K-12 leaders. Although researchers increasingly recognize the importance of race and race-gender conscious frames for understanding leader practice, these considerations remain novel in K-12 leadership preparation and support research.
Through a review of research spanning studies of racialethnic match, social justice leadership preparation, and race and K-12 principal leadership from the past 10 to 15 years, Irby presents three themes that policy makers, preparation faculty, and researchers should consider in their continued efforts to increase the number of Asian, Black, Latinx, and Native K-12 school leaders (with a focus on principals).
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