Learning to Lead With Racial Equity at the Center

• In Event: Marriott Roundtable Session 27
  In Roundtable Session: Scholar to Scholar: A Collaboration Between Practitioner Scholars, Researchers, and Organizational Stakeholders

Abstract

The opportunity and achievement gaps are ongoing topics of investigation within the discourse community of education as the difference in academic performance between White and Black students remains an issue of racial equity. Despite subsequent efforts to desegregate Boston schools, current data from the Massachusetts Comprehensive Assessment System (MCAS) shows that White students are still outperforming their Black peers with higher average scaled scores 12 points or more in English Language Arts and math (Massachusetts Department of Elementary and Secondary Education). Indeed, the Boston Public Schools (BPS) current problem of practice reads, “BPS does not consistently provide authentic learning opportunities for our students who are most marginalized to develop into self-determined, independent learners, able to pursue their aspirations. Our failures lead to disengaged students and significant achievement gaps” (Estrada & Shannon, 2016). Nearly fifty years after Boston was under court control to desegregate its schools, racial inequity is still the defining problem that BPS struggles to solve.

National data from the Equity and Excellence Commission affirms (U.S. Department of Education, 2013) that there is no single, linear approach to equity that will result in closing the achievement gap in schools. In order to make gains in closing this gap, a critical and holistic view of equity with implications for social emotional learning, family engagement, equitable decision making, culturally responsive teaching, and excellence in teaching [and administrative leadership] must be employed (Perry, 1993). Furthermore, an exploration of how race talk is intertwined within all of the aforementioned aspects of equity and how it serves to ground the vision and work of school stakeholders is at the core of this process.

To this end, the purpose of this self-study is to explore the increased development of a practitioner’s (a school leader) critical consciousness (Gay & Kirkland, 2003) and engagement in racial equity work at an urban public elementary school through a practitioner-researcher mentor relationship. Data sources included reflective journals and debriefing discussions between the practitioner scholar and his higher education teacher. Utilizing critical race theory (Ladson-billing & Tate, 1995) and trait theory (Stogdill, 1948, 1974) as guiding frameworks, data were analyzed with a focus on identifying shifts and transformations in the practitioner’s knowledge and practices. Recommendations are provided for the preparation and mentorship of school leaders engaging in racial equity work to improve the outcomes of students of color.

Authors

• Michael Baulier, University of Maryland - Baltimore

• Abiola Farinde-Wu, University of Massachusetts - Boston