1. The Lamar University Electronic Journal of Student Research
Vohune 3, Spring 2006
A National Perspective: An Exploration of the Influence
of Principals on School Culture
Aliena Carter Anderson William Allan Kritsonis, PhD
PhD Program Student in Educational Professor
Leadership PhD Program in Educational Leadership
Prairie View A & M University Prairie View A & M University
Counselor Distinguished Alumnus (2004)
Dallas Independent School District Central Washington University
Dallas, Texas College of Education and Professional Studies
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
ACRL- Harvard Leadership Institute (2006)
Harvard Graduate School of Education
Harvard University, Cambridge MA
ABSTRACT
School culture is rapidly changing as the United States becomes more
diverse. Because of the need for student success, principals are changing tactics to
incorporate leadership strategies to accommodate a more diverse student
population. Strategies proven to be most effective must be used by school principals
to promote diversity and create a school culture where all students feel accepted and
desire success for themselves.
Merry Christmas, Feliz Navidad, Happy Hanukah, Happy Kwanzaa: How would
a principal determine which greeting would be used when speaking to a student or parent
just before Winter Break in December? Would the chosen greeting be based on skin
color, attire, or assumed cultural characteristics alone? The principal is the instructional
leader of the school and sets the tone for the climate and culture of the school. Cultural
diversity in the school must start with the principal and be influential on teachers, parents,
community members and most importantly students.
The purpose of this article is to discuss the factors that influence the leadership
strategies of school principals used to adapt to the changes in diversity of the student
population. According to Educational Studies, school culture is changing rapidly, 90% of
public school teacher in the United States represent the majority race, while
approximately 38% of the student population is composed of racial/ethnic students
(Garmon, 2005).
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2. The Lamar University Electronic Journal of Student Research
Volume 3, Spring 2006
According to Educational Studies, social foundations of education have minimal
visibility relating to diversity (Butin, 2005). Coincidently, the developmental strategies
are not working toward promoting diversity within the public school. Principals are given
the facts, but are not given a formula to use in order to handle the change.
Leaders who work with members of ethnically diverse backgrounds need to be
aware of cultural differences in their followers as relationships are established (Madsen,
2002). The principal must acknowledge the cultural differences both teachers and
students in an effort to build a more socially diverse with the common goal of student
success. Teachers and students want to hold on to their culture, so the uniqueness in
individuals has to be welcomed and encouraged.
Group boundaries and cultural differences may create conflict when the leader of
a group does not consider culture (Madsen, 2002). Principals cannot ignore differences
and attempt to approach each situation the same way. Awareness of culture must be a
contributing factor in the daily decisions made by the principal.
Diversity is not a problem to remedy and aspiring administrators should be
expected to be knowledgeable of multicultural issues and develop into leaders who show
a "profound respect for and encouragement for diversity (Barth, 1990). Principals must
always welcome the uniqueness of every culture in the school. It is important to make
each person feel special valued and accepted. There should be no group in a school with
more control than any other. All students are equal and should all feel a sense of
ownership about their school.
Students have to be seen as individuals and not identified by race or other
discerning specifics. Standardized tests are sometimes broken down into groups of
students and subgroups including; Black, White, Hispanic, ELL, as well as at risk. This
brings about the question, "What is the ultimate goal, to identifYone group as smart and
another as not smart?" There is need to change some of the procedures in standardize
testing categorization because the division it creates may supercede the intended benefit.
Students want to feel accepted and not teased or ridiculed for being different.
Children who are bullied, teased and tormented in elementary school are more likely to
drop out of school. Thus, the principal can incorporate the culture of all students and
create a sensitive school climate that is conducive to learning and student success.
Student success is deeper than meeting the standard of a standardized test. Student
success includes student involvement in extracurricular events, a strong support system,
and the development of good character. These attributes can all mark student success.
Awareness is an integral part of developing a culturally diverse school
environment. Students, teachers, parents and community members must all know the
goal of achieving a culturally diverse school. It should never be a secret or disguised
approach, because people may feel betrayed if there is a diversity initiative at the school
and the greatest stakeholders have not been informed. A negative result will protrude if
this is not an open school wide effort.
Parental support is a critical ingredient in the recipe for creating a multicultural
school where students feel accepted. Parents want cultural competence, which refers to
the ability of teacher and administrators to respond to all children. This included
understanding the richness and the limitations of their own sociocultural contexts
(Berrera & Kramer, 1997). Parents want to know the principal is concerned about their
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3. The Lamar University Electronic Journal of Student Research
Volume 3, Spring 2006
child. Parents are supportive of administrator who are visible in the school and who have
an active role in the best interest of their child.
Principals must hire a multicultural staff in order to promote cultural awareness
and acceptance (Growe, Schmersahl, Perry, Henry 2002). The faculty and staff must be
reflective of the students, so the students will have a connection to their culture. A
student who feels alone may feel comfortable coming to a teacher that looks similar to
them and who may have a similar culture. This connection to students is not likely to
exist if the staff is not representative of the students.
Students of the same race do not always have the same culture. Diversity
acceptance is a commitment to surrender all preconceived notions on students and
develop healthy relationships where the faculty and staff of the school are all on one
accord to promote acceptance of all students. A Black History program and a Cinco de
Mayo celebration will not suffice in cultural acceptance. Culture has to be intertwined
daily in instruction, activities, conversations, treatment, and discipline of students.
Sustainability is definitely a matter of changes in culture: powerful strategies enabling
people to alter certain values and beliefs as they create new forms of learning within and
between schools, as well as across levels of the system
In conclusion, schools are now diverse and in order to create a warm culture
where students feel accepted, it must start with the principal. Specifically, principals
Student successful can be attainable through a variety of means, some of which are not
academically propelled. Student success is defined by the success of the whole child and
is defined by the inner feeling. There is a need for school principals to embrace cultural
diversity to address student needs and achieve student success. Importing culture is
independent of the ethnicity of the students, their and socioeconomic status (Reavis 99).
An empowering school culture must be cultivated by the administrator in order for
students of diverse racial, ethnic, and social groups believe they are valued and
experience respect, belonging, and encouragement (parks, 1999).
References
Barth, R. (1990). Improving schools from within. Boston: Allyn and Bacon.
Berrera, I, Kramer, L. (1997). From monologues to skills dialogues: Teaching the process
of crafting culturally competent early childhood environments. In P.J. Winton,
J.A. McCullum, & C. Catlett, Reforming personnel preparation in early
intervention (pp. 217-251). Baltimore: Paul H. Brooks.
Butin (2005). Is Anyone Listening? Educational Policy Perspectives on the Social
Foundations of Education. 38, 286-297.
Gannon (2005). Six Key Factors for Changing Preservice Teachers' AttitudeslBeliefs
about Diversity. Educational Studies, 38(3),275-286.
Growe, R, Schmersahl, K, Perry, R., Henry (2002). A knowledge base for cultural
diversity in administrator training, 29(3).
Madsen, (2002). Leadership and Diversity: Creating Inclusive Schools. Peabody Journal
of Education. 77(1), 1-6.
Parks, S. (1999). Reducing the effects of racism of schools. Educational Leadership,
56(7).
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4. The Lamar University Electronic Journal of Student Research
Volume 3, Spring 2006
Reavis, C.A. (1999). Importing a culture of success via a strong principal. The Clearing
House, 72(4), 199-202.
Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation
Editor, NATIONAL FORUM JOURNALS, Houston, Texas. www.nationalforum.com
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