This paper addresses the need for developing culturally proficient educational leaders. Our experiences influence our mental models. Our mental models inform our attitudes, expectations, and behavior. Leaders in education are expected to influence current and future educational practices in ways that disrupt conditions of oppression in order to foster equity and justice. It is essential that educational leadership graduate work addresses the awareness of mental models, dimensions of diversity, deliberative thinking with reflection, and the value of student voice in order to integrate standards of culturally proficient leadership into daily behavior.
"Culturally Proficient Leadership May Not Be Efficient,"
Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 2:
2, Article 5.
Available at: https://digitalcommons.unomaha.edu/ctlle/vol2/iss2/5