Notions of "Success" in Southern Arizona Schools: Principal Leadership in Changing Demographic and Border Contexts

This article examines how Southern Arizona principals conceptualize and enact successful leadership in border schools with shifting demographics and high percentages of colonized populations. Beyond global neoliberal and neoconservative pressures for accountability and standardized curricula, Arizon...

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Bibliographic Details
Published in:Leadership and policy in schools 2012-04, Vol.11 (2), p.168-193
Main Authors: Ylimaki, Rose M., Bennett, Jeffrey V., Fan, Jingjing, Villasenor, Elia
Format: Article
Language:English
Subjects:
Academic Achievement
Accountability
Administrator Attitudes
Administrator Effectiveness
Arizona
Boundaries
Case Studies
Cultural Awareness
Culture
Demographics
Educational leadership
Educational Policy
English (Second Language)
Immigrants
Immigration
Instructional Leadership
Mexico United States Border
Politics of Education
Principals
Qualitative research
School principals
Second Language Learning
Sociocultural Patterns
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Summary:This article examines how Southern Arizona principals conceptualize and enact successful leadership in border schools with shifting demographics and high percentages of colonized populations. Beyond global neoliberal and neoconservative pressures for accountability and standardized curricula, Arizona principals must also navigate immigration and language legislation. Our qualitative study follows the International Study of Successful School Leadership (ISSPP) in case study design and data collection protocols. Findings indicate that, along with Leithwood and Riehl's leadership dimensions, all four principals demonstrate a sociocultural affect as part of successful practice in Arizona border contexts.
ISSN:1570-0763
1744-5043
DOI:10.1080/15700763.2011.585539