Abstract
Problem and purpose. The purpose of this study was to compare the perceptions of formal and informal school leaders regarding the existence of the five elements of cultural proficiency in school organizations that serve high-achieving, highly diverse student populations. The elements of cultural proficiency are: (1) value diversity, (2) assess culture, (3) manage the dynamics of difference, (4) institutionalize cultural knowledge, and (5) adapt to diversity. Methodology. The research design was descriptive and ex post facto, using quantitative data to attain information and report findings. Written questionnaires completed by eighty formal and informal school leaders, in eighteen elementary schools in California, provided the data for this research. Leaders were asked to respond to twenty-nine items that featured a six-point, Likert-type scale. Findings and conclusions. This study found that all five elements of cultural proficiency exist at high levels in these schools. Valuing diversity, managing the dynamics of difference, and assessing ones' culture were influential in developing the organizational culture. Lifelong learning was evident at high levels, and leaders indicated that their school presents as a welcoming place in the community. The school culture reflects a shared vision, is open to a wide range of viewpoints, and manages the dynamics of difference. Leaders encourage the development of programs that address the needs of the culturally diverse community with opportunities for input and feedback. Recommendations. Recommendations from the study include: (1) School leaders in highly diverse schools require specific training in the development of a shared vision inclusive school planning processes, input and feedback structures, and managing the dynamics of difference. (2) Transformational staff development models are needed to promote culturally proficient school leadership. (3) Graduate programs in educational administration should include preparatory course work for school leaders to develop culturally proficient leadership skills. (4) Years of experience in teaching and leadership roles should be considered when staffing highly diverse schools. When change occurs, the core level of teaching experience should remain seasoned, and fully credentialed. (5) High-achieving, highly diverse schools have relatively smaller populations of students, therefore, school size should be considered when building or renovating schools.