Do school principals in multicultural and disadvantaged schools face specific challenges?

Abstract

Schools tend to be more multicultural than before, especially in urban centers. One of the main issues related to diversity in school is ensuring equity and success for all. Research shows that students with an immigrant background and low socio-economical status are more likely to risk school failure. Whereas the role of teachers on promoting equity has been described in literature for many years, little attention has been paid to school principals. The aim of this paper is to address the specific role of school principals in a multicultural and disadvantaged context. A qualitative analysis was conducted in Geneva, Switzerland with 13 principals. Findings show how specific challenges from multicultural and disadvantaged schools are understood and taken into account by school principals.