Color-Blind Leadership Preparation and Policy: A Critical Race Theory Analysis of the Interstate School Leaders Licensure Consortium and the Educational Leadership Constituent Council Standards

• In Event: Creating Socially Just Learning Environments Through Educational Leadership Programs

Abstract

This paper explores the damaging potential of an educational leadership landscape reliant upon a collection of colorblind leadership standards to guide the policy, practice, and preparation of school leaders. The content and works cited of the ISLLC and ELCC standards are analyzed within a critical race theory (CRT) framework. Findings show that authentic discussion of race and/or ethnicity is absent from the ISLLC and ELCC standards. Despite this fact, the bibliography for the ELCC standards includes works that boldly discuss issues of race and racism in education. Yet, a colorblindness filter prevents the scholarship of these works from having meaningful presence in final products.

Authors

• Bradley W. Davis, The University of Texas at Arlington

• Mark A. Gooden, The University of Texas - Austin

• Donna Micheaux, Allegheny Intermediate Unit