Culturally responsive leadership: Manitoba school principals’ perspectives on leading French immersion schools
Bibliographic record
Abstract
This thesis explores the role of school leaders in facilitating culturally responsive learning environments within Manitoba's French Immersion schools, amidst a time of rapid demographic changes. Utilizing a qualitative, case-study approach based on Stake's methodology, the research draws on interviews with school principals across various educational contexts. Central to the inquiry is the question of how school leaders can effectively respond to increasing Indigenous, racialized and linguistically diverse students in French Immersion settings. Guided by Pierre Bourdieu's theoretical framework—specifically his concepts of field, habitus, and capital—this study reveals the systemic barriers to inclusivity within French Immersion programs. The findings illustrate how the hierarchical nature of educational fields impact school leader agency and their ability to cultivate culturally proficient learning communities. By examining the habitus of educators, the research highlights the cultural and social capital that shapes their responses to diversity, as well as the phenomenon of hysteresis, where established practices lag behind changing student demographics. Recommendations emphasize the importance of recruiting diverse professional staff, supporting teachers in developing inclusive practices, and building strong community relationships. School leaders must actively confront barriers to inclusion and foster a culture of openness among educators. By prioritizing continuous professional development and mentorship, principals can enhance staff capacity to meet the needs of all students. This research provides essential insights for developing equitable educational environments in French Immersion contexts, highlighting the critical need for culturally responsive leadership in the face of change.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.036 | 0.010 |
| Scholarly communication | 0.009 | 0.002 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".