In the Spirit of Our Nation’s Children: A Study on National Diversity Leadership Standards and Superintendents 189may arise due to differing cultures,
folkways, and styles
Recognition and demonstration of 8.867 2.663 .031
pedagogical characteristics and 3.330
approaches that establish equity
Religion
Recognition and demonstration of 17.006 5.093 .024
pedagogical characteristics and 3.339
approaches that establish equity
male, middle-class preferences. For this reason, superintendents may have limited exposure to
diverse communities and/or unaware of the increasing complexities associated with diverse
learning communities. The respondent’s limited exposure to diverse communities might
influence their perception of demographic changes. These changes can be perceived as
negative challenges ahead. This perception could influence superintendents’ priorities and
decision-making despite the presence of increasing marginalized student populations. Based
on the respondents’ and demographers’ projections for increasing marginalized populations, a
new cultural norm might emerge within the United States. Latino and Black populations are
predicted to become the new racial majority by 2050 (Vernez & Kropp, 1999). This
demographic shift will create diverse school communities and Whites will become racial
minorities. Whites might sense the urgency to become more empathic toward social and
political issues associated with minority status as minority populations increase. Unconscious
attitudes toward diversity may influence how superintendents respond to their changing
school populations, especially for marginalized populations.
The highest ranked diversity elements within the national leadership standards alluded to
meeting the needs of all children, while the least ranked diversity elements focused
specifically on meeting the needs of children from marginalized populations. The top three
diversity elements seemed to be the ones that were less likely to cause conflict for
superintendents. However, the least important diversity standards for White, male, middle-
class/upper-class, suburban/rural superintendents focused on meeting the needs of
marginalized populations. Prioritizing the needs of marginalized populations as more
important than students from the dominant culture (White, middle-class/upper-class,
suburban/rural) might conflict with the priorities of these school districts. Because the
majority of superintendents are members of the mainstream culture, serving all of the children
would still encompass meeting the needs of students from the cultural majority. If the least
important diversity standards focus specifically on the interactions with diverse learning
communities, then superintendents, who were members of the mainstream, might not perceive
promoting diversity standards as applicable to their current situation.
Another interpretation of the findings is the tension that may arise when superintendents
pursue the promotion of diversity standards. The least important diversity requirements might
carry a high propensity for conflict. Most superintendents are embedded in established White
majority school structures and cultures that have not had to serve marginalized populations.
School leaders should reflect upon the interactions of their unconscious attitudes about
diversity and investigate how these attitudes might influence their priorities and decision-
making. Perhaps superintendents would rather avoid actions that have the potential to cause
conflict. If superintendents promote the education of diverse populations, then what resources