Abstract
Diversity, equity, and inclusion (DEI) in K-12 education are essential to creating an educational environment where every student, staff member, and stakeholder brings unique perspectives, experiences, and skills. K-12 schools are embracing DEI systems as an expression of their diverse populations, cultivating a school culture that celebrates differences and develops an affinity for inclusion. Equity, as the foundation, guarantees all students equal access to opportunities and resources, regardless of their background. Inclusion goes beyond mere representation to make everyone feel appreciated, heard, and empowered. School leaders inspire the school community by fostering a collective vision and dedication to DEI. Establishing and executing systems that address educational disparities and challenge systemic biases and norms requires a paradigm shift that includes thoughtful curriculum design and inclusive policies and practices. This phenomenological qualitative study aimed to interpret school leaders' experiences implementing DEI systems in K-12 schools. As the architects of transformative change in K-12 education, school leaders dismantle systemic obstacles to achieve educational equity and inclusion for all students. Through in-depth interviews and thematic analysis, a diverse cohort of leaders illustrated their experiences, providing nuanced insights into the intricacies and triumphs that define their roles. This study intended to provide valuable information for policy-making, offer guidance for professional development programs, encourage cultural competency, and inspire educators and school leaders dedicated to creating inclusive and equitable school environments. By investigating the inclusive practices, perspectives, and experiences of school leaders, this research aimed to enhance the literature attributing to implementing comprehensive DEI systems in K-12 schools and contributing to ongoing studies regarding educational environments prioritizing DEI. The study’s findings are anticipated to offer a comprehensive interpretation of the experiences inherent to inclusive leadership practices. Beyond the theoretical frameworks often associated with DEI initiatives, this research emphasized the lived realities of leaders shaping and navigating systemic change. The themes emerging from the data were analyzed from an appreciative inquiry (AI) lens to inform best practices, interpret effective strategies, and highlight potential areas for improvement in implementing DEI systems in K-12 schools.
Library of Congress Subject Headings
Inclusive education; Educational equalization; Leadership--Education, Primary; Leadership--Education, Secondary
Date of Award
2024
School Affiliation
Graduate School of Education and Psychology
Department/Program
Education
Degree Type
Dissertation
Degree Name
Doctorate
Faculty Advisor
Gabriella Miramontes
Recommended Citation
Robinson, Rosalyn Simone, "Cultivating change: school leaders implementing DEI systems in K-12 schools" (2024). Theses and Dissertations. 1545.
https://digitalcommons.pepperdine.edu/etd/1545
