Contextualizando la reforma educativa: Cómo los distritos escolares urbanos diseñan trayectorias de liderazgo enfocadas en la equidad

Autores/as

DOI:

https://doi.org/10.14507/epaa.33.8565

Palabras clave:

liderazgo, cultura organizacional, trayectorias

Resumen

Este artículo explora el panorama en evolución de la educación K-12 tras la pandemia de COVID-19 en 2020 y el “despertar racial” que siguió al asesinato de George Floyd. A pesar del regreso al aprendizaje presencial, las barreras persistentes previas a la pandemia continúan limitando las oportunidades académicas, particularmente para los estudiantes minorizados. El estudio se centra en prácticas equitativas de los educadores y modelos de liderazgo para abordar las brechas educativas y de oportunidades. Tres grandes distritos escolares urbanos en los Estados Unidos sirven como estudio de caso, investigando cómo diseñan e implementan trayectorias de liderazgo centradas en la equidad después de la COVID-19. También se examina cómo los contextos sociopolíticos y culturales influyen en el desarrollo de estas trayectorias de liderazgo y en las experiencias de los directores de color. El artículo utiliza la cultura organizacional como marco para analizar cómo las trayectorias de liderazgo funcionan como palancas para la mejora educativa. Los hallazgos destacan la importancia de seguir invirtiendo en iniciativas que promuevan la equidad para combatir las desigualdades persistentes en la educación.

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Biografía del autor/a

April Peters, University of Houston

April Peters is professor and associate chair of the Department of Educational Leadership and Policy Studies in the College of Education at the University of Houston. She is a past president of the University Council of Educational Administration (UCEA), a consortium of higher education institutions. April’s research interests include: (a) mentoring and support for early career administrators; (b) women in school leadership; (c) leadership and urban small school reform; and (d) effective university and district partnerships. Her research has been published in academic periodicals such as Journal of School Leadership; Teachers College Record; Leadership and Policy in Schools; Educational Administration Quarterly; Journal of Educational Administration; Urban Education; and The International Journal of Qualitative Studies in Education.

Joshua Childs, University of Texas at Austin

Joshua Childs is an associate professor in the Educational Policy and Planning Program in the Department of Educational Leadership and Policy. His research examines the role of interorganizational networks and cross-sector collaborations to address complex educational issues. He also investigates collaborative approaches involving organizations (local, state, and national) that have the potential to improve academic achievement and opportunities for students in urban and rural schools. This includes ways to improve student engagement and attendance in school, interscholastic athletics, and expanding educational opportunities through concentrated policy design and implementation.

Ain Grooms, University of Wisconsin-Madison

Ain Grooms is an assistant professor in the Educational Leadership and Policy Analysis Department at  the University of Wisconsin-Madison. She studies K-12 educational equity, with a particular focus on equity and access for students of color and students from traditionally disenfranchised communities. She uses the intersection of race and place to examine the impact of educational policy on student achievement and associated outcomes. Her current research projects focus on whether and how educational leaders and related stakeholders in schools, districts, and states design and sustain equity-focused policies and practices, with emphasis on the retention of educators of color, the development of principal pipelines, and the implementation of computer science education policy.

Eligio Martinez Jr., California State Polytechnic University, Pomona

Eligio Martinez is an associate professor in the Educational Leadership Department at Cal Poly Pomona. His research examines the experiences of boys and men of color throughout the educational pipeline. His research explores the transitions into higher education and experiences within the community college context.

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Publicado

2025-01-28

Cómo citar

Peters, A., Childs, J., Grooms, A., & Martinez Jr., E. (2025). Contextualizando la reforma educativa: Cómo los distritos escolares urbanos diseñan trayectorias de liderazgo enfocadas en la equidad. Archivos Analíticos De Políticas Educativas, 33. https://doi.org/10.14507/epaa.33.8565

Número

Vol. 33 (2025)

Sección

Transforming School Systems: Questions of Power, Resistance, Equity, and Community

Licencia

Derechos de autor 2025 April Peters, Joshua Childs, Ain Grooms, Eligio Martinez Jr.

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.