BIO

Hello! My name is Maria Huezo, and I am currently a junior at Florida State University, majoring in International Affairs. In addition to my major, I am working towards certifications in Emergency Management and Homeland Security and US Intelligence Studies, motivated by a deep interest in public service. My ambition is to further explore this field by pursuing a Master’s in Public Administration at FSU.

My involvement in FSU's Undergraduate Research Opportunity Program (UROP) has significantly enriched my academic journey, providing me the opportunity to conduct research over the past two semesters. Originating from Tampa, Florida, I am eager to apply the knowledge and insights acquired from my education and research endeavors toward making a meaningful impact in the public sector upon graduation. I am dedicated to contributing to improvements in public safety, security, and welfare, and am excited to see where this journey will take me.

Public School Leadership in Times of Uncertainty: A Rendering of the Influence of Education Policy on Leadership Practice in Florida Schools

Abstract

In the United States, there have been increasing efforts to draw back diversity, equity, and inclusion (DEI) programs in public education. In response, educational leadership is dealing with the consequences of attempting to create equitable environments for all students within schools while appealing to the politics of their state. Current research has looked at political atmospheres and teacher attitudes but has not identified any solutions for how educational leaders should respond. We hope to discover how educational leaders feel in response to these initiatives and how we, as educational leadership trainers, can adapt our training methods to help leaders prepare to handle politically charged school environments. For the purpose of this study, we decided to look at 2 counties in Florida (referred to as River County and Forest County). We solely focused on K-12 public schools. In order to discover the attitudes of educational leaders, we conducted 30-minute semi-structured interviews with 5 principals. After conducting the interviews, we developed transcripts and completed a data analysis. The results of this study indicate difficulties in educational leadership experience managing teachers and faculty in implementing culturally responsive education. We were interested to discover that in majority-minority schools, administrators experience an atypical protection from state mandates, and as a result, feel that they do not need to comply with anti-dei legislation.​

Keywords: leadership, equity, anti-racism, inclusion, turbulence theory