Examining Programs for Educators in Leadership: A Scoping Review of Strategies to Address Racial Inequities for African Refugee Students in Secondary Education in the U.S.

This scoping review study highlights the need to rethink Educator Leadership Preparation Programs (ELPPs) for African immigrant and refugee students in United States schools. The demographic profile of the United States is rapidly changing, with the ratio of African refugee students in mainstream classrooms steadily increasing. However, leadership preparation programs in education still need to be updated under traditional models that may be considered outdated. While there is a need for cultural competency in ELPPs to address cultural diversity in secondary schools, responding to the growing number of African refugee learners in secondary schools is crucial. In search of extending the boundaries of research and practice in teaching and teacher education, the present review aimed to identify critical themes dedicated to the plight of African refugee students in secondary schools in the United States. The findings indicate that despite significant research on the success of ELPPs and cultural integration concerning minority groups in the United States, there was a glaring lack of evidence of ELPPs tailored specifically for African refugee students.

Keywords: Refugee Student; Educator Leader Preparation Program; Immigrant Student; Cultural Competency; Teacher Preparation; Culturally Responsive Teaching