Authentic and Social Justice Leadership: A Case Study of an Exemplary Principal along the U.S.-Mexico Border
Abstract
Few researchers have sought to merge authentic and social justice leadership or investigate how each can be applied together to address the current school reform and social justice challenges associated with high-stakes accountability. This article presents a qualitative case study of authentic and social justice leadership practices of one exemplary principal working along the U.S.–Mexico border and how she nurtured, inspired, and motivated teachers and families to create innovative and inclusive programs to meet the needs of all students, especially Mexican American English language learners (ELLs). Two micro-cases are presented to examine the principal's role in founding a gifted and talented dual language program for ELLs and a merger with a low-performing school. Additional findings describe how the principal developed strategic relationships and motivated families to advocate for social justice. In doing so, this article highlights areas where authentic and social justice leadership support effective practices and mitigate obstacles to adopting equity-oriented reforms. Implications are discussed which include new directions for future research and principal preparation programs.
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Article first published online: May 1, 2017
Issue published: May 2017
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