Ethical Development and Diversity Training for Educational Leaders

In the 21st century schools must meet the challenges of current and anticipated increases in racial and ethnic student populations. In turn, school principals must be prepared to lead diverse student populations to high levels of achievement. To facilitate adequate leadership preparation, therefore, the diversity training of educational leaders in given settings must be reworked so that the achievement gap between non-white and white students can be closed. Furthermore, restructuring of principal training is best accomplished through consensus within the profession, based on the tenets of the democratic values of respect, acceptance, and appreciation of diversity. The purpose of this paper is to add to the body of knowledge in educational leadership degree and certification programs in regard to diversity standards and social justice relevance. This paper provides an overview of a social justice agenda that includes five key elements. The first is a discussion of the term diversity and American demography. The second element is a summary of the sociopolitical context of social justice. The third element is an examination of multicultural education. The fourth element is an overview of educational administration programs. The last element is a review of the moral and ethical leadership standards for educational administrators

A Critical reflection model to teach diversity and social justice

In the United States today, the fastest growing populations of public school students are collectively African American and Hispanic American, and the students who immigrate to the United States from Africa, Asia, Latin America, the Middle East, and the Caribbean nations. And, at the same time, demographics are changing in our classrooms, the majority of teachers and administrators in the U. S. are White, live in the mainstream culture, and have limited cross-cultural experiences with groups other than their own. Teachers and administrators play key roles in ensuring students’ success. There is a far greater need today for teachers and administrators to gain more knowledge about diversity and social justice if we, as a nation, are to realize high levels of learning for all students. To that aim, in this article, we report on the Social Justice Critical Reflection Model (SJCRM) that we developed to teach for diversity and social justice