Chapter 12: Advancing Social Justice Through Support Personnel

The active professional development of personnel in today’s schools requires school leaders to share more than accountability stress and instructional savvy; they must breathe life and passion into their mission and vision of producing socially just schools and inspire everyone in and out of the school buildings to join the cause. The effort to establish “socially just schools” continues to be met with inaccurate perceptions of equity and diversity, and limited integration between social justice conceptual frameworks and school practices. It seems that in education, disparities and injustices are becoming an everyday part of America’s classrooms (Jacobs, 2006).

The public at large is also hindered by the realities of school personnel burnout; disillusioned and frustrated personnel that believe the harsh realities of inequitable resources and learning outcomes in public education cannot and will not be eradicated. The educational barriers marginalized students face while attending public schools include low expectations, poverty, being an English language learner, having special needs, and ignorance of cultural biases that become associated with deficit characteristics of such students and their families. This “business as usual” approach to schooling by adults in the building shifts blame to students and parents, perpetuates stereotypes, and influences policies that do not truly adapt, reform, and advance our school practices. For school leaders seeking to establish equitable schools to persevere and impact school personnel and students, they should frame their work in terms of social justice and equity and enlist all personnel at their campuses. Encouraging participation from all stakeholders in the school building is just as important as acknowledging the equity issues being addressed.