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ERIC Number: ED456189
Record Type: RIE
Publication Date: 2001
Pages: 32
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Leading for Diversity: How School Leaders Can Improve Interethnic Relations. Educational Practice Report 7.
Henze, Rosemary
This report examines 21 case studies of schools where leaders took proactive steps to improve relations among different racial/ethnic groups. Among the dilemmas they encountered were staff issues (differential treatment based on race) and student issues (the composition of ethnic clubs). Roots of racial/ethnic conflict included segregation, racism, socialization, and inequality. By taking a proactive stance and monitoring subtle tensions, the leaders avoided such conflict. Before school leaders can develop plans to improve racial/ethnic relations, they must consider their school's context and how it affects human relations. All 21 schools benefitted from at least some contextual supports that made the development of positive intergroup relations easier. The leaders had very different priorities depending on their contexts and needs they identified as most salient. Maslow's hierarchy of needs is useful for reflecting the progression that schools followed in their quest to develop students' fullest potential (meeting students' physical needs, ensuring student safety, and emphasizing the higher order needs of community and belonging, self-esteem, and achieving potential). This report describes how one urban elementary school built its community. It concludes by discussing how to communicate success in human relations. (Contains 12 references and 4 appendices: "Contextual Constraints,""Contextual Supports,""District Supports," and a "List of Schools in the Study.") (SM)
Dissemination Coordinator, CREDE, Center for Applied Linguistics, 4646 40th Street, N.W., Washington, DC 20016-1859. Tel: 202-362-0700; e-mail: crede@cal.org.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Administrators; Practitioners
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; National Inst. on the Education of At-Risk Students (ED/OERI), Washington, DC.
Authoring Institution: Center for Research on Education, Diversity and Excellence, Santa Cruz, CA.
Note: Contributions by Anne Katz, Edmundo Norte, and Susan Sather. Study conducted by ARC Associates, Oakland, CA.