A Heuristic Multiple-Case Study of Culturally Relevant Practices of Six Urban Elementary School Principals

Abstract

The purpose of this heuristic multiple-case study was to explore the practices of six urban elementary school principals regarding the use of culturally relevant practices in their schools. The central question was: How do urban elementary principals perceive their preparation for providing teachers assistance with culturally relevant instruction? Data sources included a qualitative questionnaire, in-depth semi-structured interviews, observations, and documents. Within case and cross analysis were incorporated with coding the data for patterns and meaning. The most prevent theme was Leadership for Curriculum and Instruction that consisted of monitoring student data and supporting standards. Findings suggested that most of the co-researchers were unprepared to assist teachers with culturally relevant practices. None of them considered equity leadership as a way to provide equity and justice within districts and schools. What they valued about elements of culturally relevant practices, especially the richness of students’ backgrounds and celebratory multicultural education as starting points for implementation, was compromised by preparation coupled with Midway School District’s (pseudonym) reform agenda of assessment, standards and monitoring data that derailed support for culturally relevant practices.