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Citation:

Riehl, C. J. (2000). The principal's role in creating inclusive schools for diverse students: A review of normative, empirical literature on the practice of educational administration. Review of Educational Research, 70(1), 55-81. EJ615876.

Annotation:
This review explores the role of school administrators in responding to the needs of diverse students. Three administrative tasks are highlighted: fostering new meanings about diversity, promoting inclusive school cultures and instructional programs, and building relationships between schools and communities. In general, assimilation has been the dominant approach to diversity in the public schools and Òequality of opportunity through homogenization has been the goalÓ (Adams, 1997; Baptiste, 1999). The review concluded that although the literature is disparate, when integrated, it offers a more positive image of the potential for school principals to engage in inclusive, transformative practice. When practitioners are relentlessly committed to equity, voice, and social justice, administratorsÕ efforts in making sense of and promoting inclusive cultures and practices in schools, and in building positive relationships outside the school, may foster a new form of practice. The author states that the proof will be in Òthe corpus of empirical work on administrative practice in the service of diversity.Ó