Culturally Relevant Leaders

Brown v. Board of Education helped usher a new era of civil rights for America, but the transition to a society free of social inequality has been turbulent. In an ironic twist of fate, that struggle seems greatest in our urban classrooms where, for nearly 60 years, progress has been slow.

There are several reasons why, says Floyd Beachum, the Bennett Professor of Urban School Leadership. “White flight. Poverty. Politics. Culture. For three generations, students of color have faced an unrelenting wave of socioeconomic pressures that has hindered their academic growth—and, consequently, the positive development of their urban communities.

“The result is the evolution of suburban schools and the plight of many urban schools. Both are products of a social history that is intentional,” says Beachum. “So urban communities are now geographically isolated, leading to different lives and experiences. The world views of residents, educators and leaders are all remarkably different.”

As a result, Beachum says it’s time for educational leaders to be culturally relevant, to rethink their commitment to their students and what it means to be properly prepared to lead inside and outside of urban schools. That means accepting a set of three ideals: 

• Liberatory consciousness: Looking inward to foster personal growth
• Pluralistic insight: Positively acknowledging student uniqueness
• Reflexive practice: Trying new ideas, reflecting on their success and, ultimately, adopting them into your leadership philosophy

“This country will continue to become more ethically and racially diverse,” says Beachum. “Academic success is a social imperative. 

"We need school leaders to embrace different perspectives and to work toward raising consciousness levels that balance the scales of excellence and equity in education.”