Purpose .

This study was designed to examine the professional practice of three elementary school principals who lead public elementary schools with student and family populations that are majority minority and have a high-percentage of low socio-economic households. The research questions focused on the ways and the extent to which these principals expressed or exhibited culturally responsive leadership behaviors.

Research Design.

The study used qualitative multicase methodology through the lens of The Five Elements of Cultural Proficiency: (a) Assessing Cultural Knowledge; (b) Valuing Diversity; (c) Managing the Dynamics of Difference; (d) Adapting to Diversity; and (e) Institutionalizing Cultural Knowledge (Lindsey, Nuri Robins, & Terrell, 2009b), and the Framework for Social Justice Leadership: Core Traits and Consciousness; Knowledge; and Skill (Theoharis, 2009).

Methods Employed in the Study.

The researcher selected qualitative methods for this study. Interviews, documents, and observations that answer how and why questions were explored, during the investigation. Lichtman's (2013) 6-step process of open coding, categorizing, and concepts to move from raw data to meaningful themes and concepts was employed. Data analysis occurred using a combination of inductive and deductive strategies. Deductive analysis with priori codes derived from the literature review and frameworks was used to examine how interviewee responses support existing information (Patton, 2015) (see Appendix E). Inductive data analysis following a general open-coding methodology was employed to create codes that emerged directly from the data (Patton, 2015). The final analysis was to construct a set of themes describing the similarities and differences across the individual cases (Patton, 2002).

Major Findings.

The results of the study showed that the three successful principals were actively conscious about social justice leadership to create a climate that promotes a sense of belonging for staff, students, and families. Culturally responsive leadership is complex and involves all members of the school community. Providing appropriate; curriculum and instructional materials and providing opportunities demands ongoing efforts. Being self-reflective and examining beliefs, assumptions, dispositions, and relationships with the school community is very personal and independent but must be gauged on the school's response and need of the school community. Presently, leaders in this study do not have access to a formalized process, structure, or tool to advance their efforts in providing a culturally responsive experience for their school community.