Jill Bickett is a Clinical Professor and a Director of the Doctoral Program in Educational Leadership for Social Justice Educational Leadership at Loyola Marymount University (LMU).
Loyola Marymount University: Ed.D, Educational Leadership for Social Justice
Lo: MA, English
Loyola Marymount University: BA, English
Areas of Expertise (5)
Industry Expertise (2)
EDLA 7043 Legal/Policy Issues in Educ
Candidates examine legal frameworks of national, state, and local government and educational entities. The focus of the course will be on the political and sociological forces affecting general education programs, services for students with exceptional needs, and toher categorical programs. Course topics include laws affecting education and the application of legal principles to current policies and practices.
EDLA 7041 Transform Leadership
This is an advanced course in leadership theory and the study of organizational structure, culture, and climate. The course will emphasize the following: reflective, shared, and servant leadership; multiple assessment measures to evaluate learning; design, implementation, and evaluation of professional development, accountability systems; the processes involved in establishing positive organizational culture; diversity in school communities; and communication and collaboration with diverse families and community members.
EDLA 7061 Mission & Stewardship in Ed
This course focuses on the stewardship dynamic of leadership, the mission-driven focus of the Catholic or Private context, and the foundations of building community within organizations in which the service of faith promotes justice. Using lieterature on communities of practices, this course examines how people learn to participate in communities and what member learning means relative to the life of communities over time.
Program learning outcomes from a Jesuit Educational Leadership for Social Justice Doctoral (Ed.D.) program were evaluated to determine if candidates were inspired to lead socially just educational communities. This qualitative inquiry went beyond the traditional examination of graduates’ self-perceptions to examine the perspectives of the graduates’ supervisors in the field. Two years of data indicate that graduates were able to take concepts from their coursework and apply them in the field. Findings indicate that the program was transformational, described as a call to action to challenge the status quo, and were corroborated by on-the-job colleagues.
The purpose of this chapter is to describe the practices being implemented within the doctorate for Educational Leadership for Social Justice (Ed.D.) program at Loyola Marymount University. Furthermore the chapter shares data from a qualitative method of inquiry to access the programs efficacy...
While research has documented the predominance of boys in US special education programmes, similar attention to girls’ under‐representation has been rare. Recent research suggests that there may be just as many girls in need of these services, but for various reasons they are less likely to be identified through the referral process. Girls who fail to receive services are more likely to become teenage mothers, less likely to become employed and more likely to require public assistance. This article explores this pressing equity issue through a content analysis of recent US studies on gender and disability, examines current reasons for this phenomenon, and what it means for the lived school experiences of girls with disabilities. Suggestions on how theory, policy and practice can better serve this under‐represented population are presented.
The purpose of this study was to research student perspectives about, and participation in, leadership and service at Catholic female single-sex high schools. This study draws data from a Catholic female single-sex high school in a metropolitan area of the United States. Data collection included school document review, site observation, and interviews of current students (n=10), young alumnae (n=5), mature alumnae (n=5), and current faculty and staff (n=6). The data was analyzed using an adapted theoretical framework of Wenger's (1998) social theory of learning, informed by Lave and Wenger's (1991) concept of communities of practice. This study addresses how the situated experience of the Catholic female single-sex high school affects students' expectations, values, and behaviors regarding leadership and service. The data show that the situated experience of a Catholic female single-sex high school encouraged engagement and interest in leadership and service. Students were empowered to believe that gender should not be an obstacle in seeking positions of leadership or service. However, although the environment was successful in advocating for participation in leadership and service, the social structure, social practices, identity formation, and situated environment tended to reinforce traditional gender-based notions of leadership and service. The culture of the school did not encourage the use of a critical lens to view the inequity that women experience, resulting in student expectations, behaviors, and values that were reproduced from the dominant culture in society. Student relationship to community and Catholicity is also discussed. In order to achieve the benefits of female empowerment advocated by the school, greater emphasis should be placed on identifying and addressing the obstacles to female leadership and service in society at large. There should be continued research to identify effective strategies for empowering female students to participate in leadership and service opportunities in high school, while providing them with a clearer sense of the challenges they will face in leadership and service positions later in life. In this way, the mission of Catholic female single-sex high schools can be more fully realized, which will hasten the day when true gender equity is achieved in the broader social context.