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ERIC Number: EJ1366120
Record Type: Journal
Publication Date: 2022-Oct
Pages: 12
Abstractor: ERIC
ISSN: ISSN-1064-4474
Lessons from the Field: Understanding Equity through the Pandemic from the Perspective of Female Leaders
Brown, Kelly
Educational Leadership and Administration: Teaching and Program Development, v34 p43-54 Oct 2022
It is estimated that 1.6 billion students were displaced from the traditional school building in 2020 due to the COVID-19 pandemic (UN, 2022; IMF, 2020). While the drastic change in how society normally functions was a shock for everyone, children and historically marginalized people suffered disproportionately severe impacts (GHO, 2022; UNESCO, 2020). Superintendents played a pivotal role in ensuring that students could continue to learn remotely until the end of the school year. Without the safety net of the school building, a focus on equity was crucial, as those already negatively affected by the status quo were faced with additional burdens. The purpose of the current study was to understand female superintendents' experiences with ensuring equity at the beginning of the pandemic. The researcher found that superintendents leaned on utilizing effective messaging, ensuring access and opportunities to school sponsored programs, leveraging community resources and support, and addressing resistance to changes. The strategies they employed helped them continue the focus on ensuring every family was well situated during the break in school and when schools reopened. This information can be used to inform new practices and policies that will support equity through future school interruptions or traumatic events. Inevitably, this includes ensuring that the culture of the district is aligned with its values and addressing the parts of the system that do not work for all students (Mitchell, 2021).
California Association of Professors of Education Administration. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A