The Plight of the Self-Determined: Leadership Focus on the Equity of Marginalized Students
Student success is often coupled with student engagement, as the level of connectedness that students feel towards their school, Fries-Britt posits, often dictates whether or not students will commit themselves to the culture of the school (1997, p. 69). By seeking to understand student persistence through the lens of self-determination theory, contributions that acknowledge the potential of educational psychology merging with the practicality of educational leadership can begin to provide rich dialogue for assisting marginalized students in education.
Dr. Sherie M. Davis is a Title 1 principal in Portsmouth, VA. She has spent 17 years serving in education. Dr. Davis is a member of the NAESP (National Association of School Principals). Her dissertation "Operationalization of Kouzes’ and Posner’s Five Practices of Exemplary Leadership" focused on the impact of leadership in the school environment. Dissertation topic: Operationalization of Kouzes’ and Posner’s Five Practices of Exemplary Leadership focused on the impact of leadership in the school environment.
Mr. Paul Wilson, II. is a Title I Principal in Portsmouth, VA. He is entering his 14th year of education, and his fifth as a school-based administrator. His joy for the development of “leaders from within” allows him to engage instructional and support staff in the complex process of organizational improvement. Paul is married to Dr. Kristen Wilson, and they have a one-year old son, Paul, III.