The article explores social capital and culturally responsive leadership theories as a means to understand and bridge differences that arise in diverse educational settings for public school leaders. Issues explored include those related to the educational histories and cultural heritages that students and stakeholders bring with them to the educational setting. More specifically, the article illuminates how the merging of social capital and culturally responsive leadership theories as a conceptual framework for leadership can lead to not only student achievement, but also positive social networking and relationships among school leaders, teachers, and students. Emphasis is placed on the notion that in order for school leaders to close the achievement gap, they must first close the opportunity gap.
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© The Author(s)
Harrington, Charles and Slann, Martin
"Modeling Shared Governance at the School and Department Level,"
Academic Leadership: The Online Journal: Vol. 9:
4, Article 10.
Available at: https://scholars.fhsu.edu/alj/vol9/iss4/10