| Although previous literature review provided evidence that supports the harmful effects of the model minority myth with regard to dismantling anti-racist policies and closing a racialized achievement gap, few studies have explored how leaders in a secondary school setting explain the existence of a racialized achievement gap between Asian American and White students on the one hand and other students of color on the other. Thus, the purpose of this study was to examine to what extent, if at all, the model minority myth influences the leadership practices of high school administrators as they work to close the achievement gap between racial subgroups of students in a southwest borderland high school. The results of this study revealed that high school leaders are influenced by the model minority myth, as well as other myths about the academic achievement of students of color. This study has implications for both policy and practice in addressing the unique needs of Asian American students and the needs of other students of color, including African American, Latina/o, Native American and Pacific Islander students. Moreover, this study outlines specific recommendations for educational leaders which include, refraining academic intervention models, creating channels to hear student voice, strengthening leadership develop program at the district level, and strengthening leadership preparation programs at the university level. |
