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Academic Leadership Journal

Authors

Frank Andrews

Abstract

While there has been a dramatic shift in the demographic educational landscape of the United States, to a more culturally diverse student population, the characteristics of teachers and educational leaders have remained largely homogeneous. Classroom teachers and school principals remain predominately White, approximately 90%, and 84% respectively (National Center for Education Statistics, as cited in Taylor & Whittaker, 2003). According to many experts, the differences between school and home culture result in lower rates of academic achievement for diverse learners. This article focuses on the challenge facing educational leaders to respond to this demographic shift by leading the implementation of a more culturally inclusive pedagogy that will improve the learning opportunities of diverse students.

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