Increasing Opportunities for Students of Color: A Framework of Instructional Leadership for Racial Justice

• In Event: Culturally and Racially Responsive Leadership

Abstract

This paper presents a framework of instructional leadership for racial justice based on a qualitative study of two urban high schools. Findings demonstrate that racially just instructional leaders are able to identify racist instructional practices, be willing to center race in improvement initiatives, demonstrate the courage to stand up to resistance in ending those practices, engage in personal and organizational racial identity work, possess knowledge of culturally relevant practices, and have knowledge of professional development. Implications of this research include the need for school leaders to have knowledge of culturally relevant instructional practices, the ability and knowledge to engage in personal reflections on their racial histories, and commitments to engage others in this work.

Author

• Jason Salisbury, Iowa State University