A Case of Social Justice Leadership
EDL 571 Internship Seminar II
TA075 Professional Writing for Educational Leaders
23 March 2013 NLU Mid-Program Case Study Analysis
An Analysis of the Case: Just Thinking, Reflecting, and Acting in Schools: A Case of Social Justice Leadership by Diana F. Ryan and Susan J. Katz
Introduction
This is an analysis of “Just Thinking, Reflecting, and Acting in Schools: A Case of Social Justice Leadership” by Diana F. Ryan and Susan J. Katz (2007). This case surrounds a school district that has recently seen a change in its diverse student population due to the changing of demographics. Such demographic changes have been a result of immigration. As a result of these changing demographics, the school district has been challenged by the superintendent to “take responsibility for creating a socially just educational system” (Ryan and Katz, 2007)” because there has been biases towards minority subgroups- race, sex, physical ability and sexual orientation. These biases have been brought to attention in the evaluation of the district in the district report card. According to the report, “African American students, Hispanic students, students categorized as economically disadvantaged, and students with disabilities are not meeting state academic standards” (Ryan & Katz, 2007).” The mission of the superintendent is to find out how to create a more socially justice educational system in her schools.
Summary of the Case In a suburban school district in the Midwest, Superintendent Dr. Gloria Montoya recognized that there were major issues with social justice in her school district due her evaluation of the state district report card. The report card revealed that “forty-five percent of the students in the district are students of color, while ninety-three percent of teachers in the district are White” (Ryan and Katz, 2007).” Additionally, it was found that students classified as African American, Hispanic, economically disadvantaged and those
TA075 Professional Writing for Educational Leaders
23 March 2013 NLU Mid-Program Case Study Analysis
An Analysis of the Case: Just Thinking, Reflecting, and Acting in Schools: A Case of Social Justice Leadership by Diana F. Ryan and Susan J. Katz
Introduction
This is an analysis of “Just Thinking, Reflecting, and Acting in Schools: A Case of Social Justice Leadership” by Diana F. Ryan and Susan J. Katz (2007). This case surrounds a school district that has recently seen a change in its diverse student population due to the changing of demographics. Such demographic changes have been a result of immigration. As a result of these changing demographics, the school district has been challenged by the superintendent to “take responsibility for creating a socially just educational system” (Ryan and Katz, 2007)” because there has been biases towards minority subgroups- race, sex, physical ability and sexual orientation. These biases have been brought to attention in the evaluation of the district in the district report card. According to the report, “African American students, Hispanic students, students categorized as economically disadvantaged, and students with disabilities are not meeting state academic standards” (Ryan & Katz, 2007).” The mission of the superintendent is to find out how to create a more socially justice educational system in her schools.
Summary of the Case In a suburban school district in the Midwest, Superintendent Dr. Gloria Montoya recognized that there were major issues with social justice in her school district due her evaluation of the state district report card. The report card revealed that “forty-five percent of the students in the district are students of color, while ninety-three percent of teachers in the district are White” (Ryan and Katz, 2007).” Additionally, it was found that students classified as African American, Hispanic, economically disadvantaged and those
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