Date of Award
Summer 6-12-2024
Degree Type
Dissertation
Degree Name
Executive Ed.D. in Education Leadership Management and Policy
Department
Education Leadership, Management and Policy
Advisor
Aubrey Johnson, Ed.D.
Advisor
Jennifer Timmer, Ph.D.
Committee Member
Lisa Torres, Ed.D.
Keywords
Cultural Proficiency, Cultural Competence, Black Superintendents, Diversity, Equity, and Inclusion, Implicit Bias, school reform initiatives, effective professional development
Abstract
Providing an accessible and equitable education for all students has been an ongoing process mandated by the Managing for Equality and Equity initiative to close the achievement and opportunity gaps among students. This qualitative study examined Black superintendents' perspectives about the effectiveness and impact of diversity, equity, and inclusive initiatives in majority White staffed school districts in New Jersey. Furthermore, the study explored the perceptions of Black superintendents across different regions of New Jersey to understand if there were significant differences in how DEI initiative was perceived. Semi-structured interviews were conducted with 8 Black superintendents and the data was analyzed through the lens of the cultural proficiency framework. The findings suggested that Black superintendents perceived diversity and equity professional development as effective and impactful due to their efforts and cultural shifts among teachers and administrators. The superintendents across regions of New Jersey exhibited commonality in their perceptions about diversity, equity, and inclusive initiatives, in which were considered challenges (teacher sensitivity, implicit bias, and an understanding of equity vs. equal). Black superintendents understood that by taking steps such as promoting diversity, equity, and inclusion through policy, professional development, and classroom practices, they can contribute to creating an environment in school districts where diversity is embraced, and all students and staff feel valued and supported regardless of their background.
Recommended Citation
Hinton, Tanisha, "Black Superintendents’ Perceptions on the Effectiveness of Diversity and Equity Professional Development in New Jersey Schools" (2024). Seton Hall University Dissertations and Theses (ETDs). 3199.
https://scholarship.shu.edu/dissertations/3199
Included in
Accessibility Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Leadership Commons, Education Policy Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education Commons, Social Justice Commons, Urban Education Commons
