Dissertation Defense

A REFORMATION OF THE STATUS QUO: AN EXAMINATION OF THE RELATIONSHIP BETWEEN ORGANIZATIONAL STRUCTURE AND SOCIAL JUSTICE REFORM IN AMERICAN PUBLIC SCHOOLS

Abstract:

This study explores the correlation between organizational structure and social justice reform in American public schools. The study specifically aims to answer the following research questions: What are the lived experiences of school leaders engaging in social justice reform? How does school organizational structure affect the way in which social justice reform can be implemented and utilized? How does local, state, and national policy influence social justice reform in American public schools? The literature review examined organizational structure through the lens of Ecological System Theory (EST). Additionally, social justice was explored through the lens of Epistemic Injustice and Culturally Responsive School Leadership (CRSL). This phenomenological study with ethnographic ideals investigates the lived experiences of 11 school-based principals and reviewed policies relating to social justice in schools. From this study, the analysis revealed four major themes: (a) organizational structure’s impact on social justice reform, (b) strategic language in navigating systemic biases and the political climate, (c) data-driven and relationship-based approaches to address disparities, and (d) leadership and autonomy in driving social justice. The study concludes with implications for school leadership, emphasizing the pivotal role of administrators in shaping school culture and addressing biases. It recommends that leaders prioritize ongoing professional development in cultural competence, critically analyze and reshape organizational structures to promote enabling environments, and strategically engage with policy at all levels to support social goals. Future research areas include exploring staff perceptions of social justice initiatives and the impact of epistemic injustice on school personnel.