This paper reports the results of a study that sought to identify issues relating to the impact of increasing ethnocultural diversity in schools on principals’ decision-making. The research explored the perceptions of high (or secondary) school principals from three different sub-national jurisdictions in Australia, Canada, and New Zealand, each of which is receiving new citizens from a variety of different countries. The context of the research is provided by briefly describing the ethnocultural diversity of the three cities in which the research was conducted. Some of the relevant literature is then examined, followed by a discussion of the research methodology. The findings from the study are then presented, with this paper focusing on two themes identified as arising across the three research locations. The first of these concerns similarities in the ethno-cultural diversity evident in contemporary high schools in all three of the locations studied and how principals identified the effect of such diversity on their school. The second identifies a number of similarities at to how principals from these ethno-culturally diverse locations perceived and managed their decision-making processes. Finally implications and conclusions drawn from the research are then presented, together with suggestions for further research in this area of contemporary principals’ work.

In these early years of the 21st century there are great movements of people taking place around the world. This massive relocation has aspects that are both optional (e.g., people seeking economic advantage) and forced (e.g., as a result of conflict or environmental degradation). As a result of these international and intra-national migrations, many communities are becoming more diverse and multiethnic in nature. These changing demographics are impacting on the role of schools and, by extension, on the role of principals. The extent to which the organization of schools reflects this degree of diversity and difference is the focus of this paper. Students from minority, indigenous, and other marginalized groups all over the world are at a higher risk of experiencing educational failure than those from the dominant culture. In this paper I shall examine the current canon of educational literature and identify examples related to the alienation and lack of academic success experienced by indigenous and minority students within mainstream school systems. The review will constitute a broad synopsis at the global level, including non-English literature. I shall then present a more detailed review of the situation in commonwealth countries, and then finally a more focused discussion related to the Canadian situation. Walker and Dimmock’s (2002) cross-cultural school-focused model for comparative educational leadership and administration will be applied as the lens to examine how the organizational structure of schools might be reconceptualized so as to better reflect the educational belief systems of multiple and diverse communities.

The research question guiding this study was: In what ways do principals facilitate access to schools for all children? Specifically the researchers wished to explore, within their national context, matters such as: school policies, recognition of differences, inclusion strategies, and avoidance strategies. Both countries in the study reported here are experiencing major demographic changes that have an impact on the organization of schools. The purpose of the study was to determine and compare the extent to which principals in each country facilitate or deny access to schools for children from minority and marginalized cultural groups. In his study of the preparation of Canadian school principals, Carr (1997) concluded that there is a need for “greater and relevant training in relation to understanding and implementing equity initiatives and policies in education. The need for greater sensitization and diversity must, therefore, become a priority for reforming the position of the principal” (p. 5). The present study provided an opportunity for principals to articulate and share their experiences in the management of equity issues within their cultural context. The international nature of this dialogue will contribute to a greater understanding of the systemic issues of diversity and equity. It will highlight the potential and challenges in the development of supportive policies, and the responses of teachers, students, and parents, to the strategies that principals use to create a more inclusive, equitable and responsive school culture.