Award Date
12-1-2024
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Psychology, Leadership, and Higher Education
First Committee Member
Miguel Gonzales
Second Committee Member
Patti Chance
Third Committee Member
Jacob Skousen
Fourth Committee Member
Iesha Jackson
Number of Pages
92
Abstract
Benson & Ellison (2017) contend that among the first steps toward addressing a more diverse school and student body is an augmentation of cultural competency leadership, which begins with principals knowing how to address their own implicit biases as leaders in their schools. The purpose of this qualitative research study was to explore different ways principals address implicit biases within their schools and what is needed to help them address implicit bias with teachers and staff. The study addressed two research questions: “What do school principals perceive as biases among teachers and staff?” and “What do principals perceive is needed to help them address implicit biases in their schools?”
Keywords
Bias; Cultural Competency; Cultural Responsiveness; Equity; Implicit Bias; Social Justice
Disciplines
Education
File Format
File Size
700 KB
Degree Grantor
University of Nevada, Las Vegas
Language
English
Repository Citation
Brooks, Tamra Lynn, "Implicit Bias: Principal Leadership and Social Justice" (2024). UNLV Theses, Dissertations, Professional Papers, and Capstones. 5164.
http://dx.doi.org/10.34917/38330373
Rights
IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/
