ERIC Number: ED652330
Record Type: Non-Journal
Publication Date: 2020
Pages: 172
Abstractor: As Provided
ISBN: 979-8-5699-0493-8
ISSN: N/A
EISSN: N/A
Applications of Social Systems Theory Relative to Inclusivity in the Context of K-12 Schools
Tessa R. Sutton
ProQuest LLC, Ph.D. Dissertation, Indiana State University
This single case study explored K-12 school leaders' perceptions of their district's 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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: Elementary Secondary Education, Schools, Leaders, Attitudes, School Districts, Diversity (Institutional), Inclusion, Social Systems, Theories, Boards of Education, Principals, Administrators, Change Strategies
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A