Date of Submission
Doctor of Education
gender, equity, inclusion, human resources, feminist theory, organizational change
There are increasing expectations that educational leaders attend to social justice. However, little attention is paid to their own experience of equity and inclusion, and there is an ongoing omission of gender from organizational discourse. This problem of practice identifies the lack of attention to the experience and implications of gender for leaders in a school district. The organizational improvement plan aims to prioritize gender on the organization’s agenda, bridge the gap between representation and equity and inclusion, and create a gender-inclusive leadership climate. Feminist frames for change establish the underlying change strategy and Lewin’s change model structures the change process, outlining the goals of each phase and the roles and responsibilities of senior leaders, school leaders, and human resources leaders. Transformative and inclusive leadership approaches and a model of climate for inclusion inform solutions and approach. Based on an evaluation of impact, readiness, success factors, and driving and restraining forces, gender-based analysis of human resource practices is selected for development of a change implementation plan. An intersectional, non-binary approach is incorporated, and psychological safety and meaningful participation are emphasized throughout the change process. The change plan is strengthened by corresponding communication, knowledge mobilization, and monitoring and evaluation plans that facilitate individual and social learning, reflection, and collective action.
Radomski, M. (2023). Equity and Inclusion for Leaders in the School District: Exploring Gender. The Organizational Improvement Plan at Western University, 335. Retrieved from https://ir.lib.uwo.ca/oip/335