Leadership magazine Nov/Dec 2014 V 44 No 2 | Page 37

Why ask “why?”
Continued from page 27

failure by intentionally, emphatically, systematically, vigorously and effectively ensuring students can and will develop to their
full potential.
Effective school leaders understand and
recognize the importance of addressing
diversity in all its cultural, linguistic and
human forms as assets within the school
community, rather than deficits and problems to be solved.
As a school leader, you can only care for
the child when you understand what it is like
to be part of that child’s culture, what it is
like to be unable to speak the language of
the classroom, or what it is like to go home
to a shelter every night. Culturally proficient
school leaders connect with students to better understand their interests and what they
care about, what they do that gives them joy,
and what they might wish for if they dared.
We invite you to join us as we continue our
journey toward culturally proficient leadership practices. n

ship Project. CAREI, University of Minnesota.
Sinek, Simon. (2009). Start With Why. New
York: The Penguin Group.
Theoharis, George. (2007). “Social justice educational leaders and resistance:
Toward a theory of social justice leadership.” Educational Administration
Quarterly, 43(2).
Williams, Trish; Kirst, Michael & Haertel,

Edward. (2010). Gaining ground in the
middle grades: Why some schools do better. Mountain View, CA: EdSource.

Delores B. Lindsey is retired associate professor,
California State University, San Marcos.
Randall B. Lindsey is professor emeritus,
California State University, Los Angeles.

References
Cross, Terry L.; Bazron, Barbara