Chapter 2: Relational-Cultural Theory: Using Counseling Principles to Cultivate Inclusive Leaders

The theoretical underpinnings of relational cultural theory can be applied in the educational leadership context. These principles and skills can be used to cultivate leaders who foster equitable relationships and minimize a hierarchical approach to leadership. Furthermore, given inclusive leadership calls for developing a critical consciousness, this chapter discusses the basic tenets of relational cultural theory such as connections, mutual empathy, authenticity, and fostering growth. Case studies are used to demonstrate application in educational settings.

Educational systems experience perpetual change related to policy, curriculum, leadership, and personnel (Kershner & McQuillan, 2016). The aforementioned changes can engender negative, positive, temporary, or indefinite results that adversely affect the overall school climate (Kershner & McQuillan, 2016; Okçu, 2014). According to Okçu (2014), one of the most salient factors of effective schools is the leadership style of administrators. One example is transactional leadership where order and structure are valued but innovation and creative thinking are not. The status quo maintains

Convictions of Conscience: How Voices From the Margins Inform Public Actions, and Educational Leadership, pp. 21–33 Copyright © 2019 by Information Age Publishing All rights of reproduction in any form reserved. educational systems of oppression that decrease access to quality teachers, instructional materials, and college and career readiness. Considering the perpetual, systemic changes experienced within school systems, it is challenging for administrators and faculty to not maintain the status quo; however, it is imperative that administrators model and foster the understanding and practice of multiculturalism by implementing culturally responsive leadership in their practice (Gooden, 2010).

One way in which educational leaders can promote inclusivity and sensitivity towards cultural differences is by encouraging staff to engage in professional development opportunities that addresses culturally and logistically appropriate practices and approaches (Santamaría, 2014). Additionally, leaders should work collaboratively with respective colleagues and local community stakeholders to develop inclusive communities and reciprocate accountability for positive student and community outcomes (Capper & Young, 2014). As such, growth and connected relationships are needed to accomplish inclusive practices. Relational-cultural theory (RCT) is a framework often employed by counselors that focuses on the growth that occurs when individuals are connected and relationships are fostered (Comstock et al., 2008) and can be vital in cultivating inclusive leaders.