Interplay between deficit ideologies and leaders’ self-efficacy in dropout prevention: a case study of U.S. urban high school principals
Journal
Revista Panamericana de Pedagogía
Publisher
Universidad Panamericana, Escuela de Pedagogía
Date Issued
2020-01-26
Author(s)
Wooldridge, Toron
Torres, Mario S.
Madsen, Jean
Fahrenwald, Carl
Holley, Susan P.
Type
Resource Types::text::Non-primary product
Abstract
Researchers examined principals’ perceptions of their abilities and efforts to prevent dropouts in their diverse high schools. Two concepts, self-efficacy and deficit thinking, were used to frame principals’ beliefs. A large urban school district in the southwest region of the country served as the backdrop. The student population was exceptionally diverse. Three high school principals having diverse backgrounds participated. However, in general, the principals interpreted the problem through the lens of their personal background. A sense of empathy was noted throughout their commentaries. A sense of empathy emerged throughout their commentary. Implications for school leaders are discussed
License
Acceso Abierto
How to cite
Wooldridge, T. (2020). Interplay between deficit ideologies and leaders’ self-efficacy in dropout prevention: a case study of U.S. urban high school principals. Revista Panamericana de Pedagogía, (29), 173-196. https://doi.org/10.21555/rpp.v0i29.1615
Table of contents
Introduction -- Overview of the drop out problem -- Principal´s perceptions: Self-efficacy and deficit thinking -- Methods -- Deficit thinking -- Discussion