The twin pandemics of COVID-19 and systematic racism have ushered in a global reckoning. As much of the data indicates, COVID-19 has disproportionately impacted marginalized Black people and people of color. Simultaneously, police brutality and murders of Black people have escalated. Consequently, the movement for Black lives has moved like a wave of human solidarity across the world. These two global crises have disrupted and deconstructed systems. Although many colleges made decisions to return students and faculty to campuses in the fall of 2020, Urban Technical College (UTC) made the decision to keep operations and classes online for the remainder of 2020. The purpose of this paper is to illustrate, through a case study, how a predominantly Black, technical college in Atlanta, Georgia, used culturally responsive leadership to guide its campus community.
HayesCJuarezB (2012) There is no culturally responsive teaching spoken here: a critical race perspective. Democracy & Education20(1): 1–14.
8.
HeifetzRALinskyM (2017) Leadership on the Line: Staying Alive through the Dangers of Change. Boston, MA: Harvard Business Review Press.
9.
IrvineJJ (1990) Black Students and School Failure: Policies, Practices, and Prescriptions. Westport, CT: Greenwood Press.
10.
JettC (2013) Culturally responsive collegiate mathematics education: implications for African American students. Interdisciplinary Journal of Teaching and Learning3(2): 102–116.
11.
KhalifaM (2010) Validating social and cultural capital of hyperghettoized at-risk students. Education and Urban Society42: 620–646.
12.
KhalifaM (2011) Teacher expectations and principal behavior: responding to teacher acquiescence. The Urban Review43: 702–727.
13.
KhalifaM (2012) A re-new-ed paradigm in successful urban school leadership: principal as community leader. Educational Administration Quarterly48: 424–467.
14.
KhalifaM (2015) Can blacks be racists? Black-on-black principal abuse in an urban school setting. International Journal of Qualitative Studies in Education28(2): 259–282.
15.
Ladson-BillingsG (1995) Toward a theory of culturally relevant pedagogy. American Educational Research Journal32(3): 465–491.
16.
MatiasCE (2013) Check yo’self before you wreck yo’self and our kids: counterstories from culturally responsive white teachers? to culturally responsive white teachers. Interdisciplinary Journal of Teaching and Learning3(2): 68–81.
17.
McCoy-WilsonS (2019) Transformative Professional Development for Learner-Centered Adult Education: An Action Research Study (Order No. 27545606). Available fromProQuest Dissertations & Theses Global.
18.
MerriamSBTisdellEJ (2016) Qualitative Research: A Guide to Design and Implementation. San Francisco, CA: Jossey-Bass.
19.
MillerPWRoofeCGarcía-CarmonaM (2019) School leadership, curriculum diversity, social justice and critical perspectives in education. In: AngellePSTorranceD (eds) Cultures of Social Justice Leadership: An Intercultural Context of Schools (Intercultural Studies in Education). 1st edition. London, UK: Palgrave Macmillan, 93–119.
20.
MurakamiETMackeyHJ (2018) Beyond Marginality: Understanding the Intersection of Race, Ethnicity, Gender, and Difference in Educational Leadership Research. Charlotte: Information Age Publishing.
21.
National Center for Education Statistics (2020) IPEDS: Integrated Postsecondary Education Data System: Less than Two-Year Institutions. Washington, DC: National Center for Education Statistics.
22.
SaldañaJ (2016) The Coding Manual for Qualitative Researchers. 3rd edition. London, UK: Sage.
23.
SantamariaLJSantamariaAP (2016) Introduction: The urgent call for culturally responsive leadership in higher education. In: Culturally Responsive Leadership in Higher Education: Promoting Access, Equity, and Improvement. New York: Routledge.
24.
SmedleyA (1998) “Race” and the construction of human identity. American Anthropologist100(3): 690–702.
25.
TohMSLeonardelliGJ (2012) Cultural constraints on the emergence of women leaders: how global leaders can promote women in different cultures. Organizational Dynamics42: 191–197.
26.
United Nations General Assembly Human Rights Council (2020) Report of the Working Group of Experts on People of African Decent. (Report No. A/HRC/45/44). Geneva, Switzerland: United Nations General Assembly Human Rights Council.
27.
U.S. National Commission on Excellence in Education (1983) A Nation at Risk: The Imperative for Educational Reform: a Report to the Nation and the Secretary of Education. Washington, DC: U.S. Department of Education.
