Abstract
Purpose. The first purpose of this study was to identify culturally competent practices that principals in selected high-performing, high-poverty schools use to value diversity, promote inclusiveness, assess culture, manage the dynamics of differences, institutionalize cultural knowledge, and adapt to diversity to develop a positive school environment. The second purpose of this study was to identify culturally competent practices that principals perceive to impact academic achievement. Methodology. The research was descriptive. Eleven principals were included in this exploratory study. A thirty-five-item survey was developed to identify the culturally competent practices used to develop a positive school environment and perceived to impact academic achievement. Survey data were analyzed using the means, standard deviations, and range. Findings. (1) The majority of the practices used to develop a positive school environment and to impact academic achievement are practices that value diversity, and assess the teaching and learning culture of the school; (2) cultural diversity training for teachers positively impacts student achievement; (3) parental involvement is increased through meaningful outreach programs; (4) practices that promote inclusiveness, institutional cultural knowledge, and adapt to diversity are thought to be more effective than they are used. Conclusions. (1) many culturally competent practices used by principals parallel with good instructional leadership practices; (2) parents become involved when schools proactively solicit their involvement through strong community outreach efforts; (3) schools avoid open discussions about the value of diversity; the use of culturally competent behaviors to both review school policies for discrimination and to be used as part of the criteria in teacher performance appraisals; (4) cultural diversity training and effective pedagogy increase student achievement; (5) diverse members need to be included on teacher interview panels. Recommendation. That principals are held accountable through an evaluation process for infusing culturally competent practices in all components of the school system: the leaning environment, the governance of the school, a review of past and present adopted policies, content of professional development programs, teaching practices in the classroom, student assessment practices, teacher performance evaluations, curriculum, personnel hired, and the equitable distribution of fiscal resources.