Finding Equity Common Ground Through Transformative Leadership

• In Event: Meeting the UNESCO Sustainable Development Goal 4 of Inclusive and Equitable Quality Education: What Does Research Say?

Abstract

Objective: This presentation will share a body of research that reveals what the barriers to educational equity are through the lens of White equity-trained educators (WETSE) and minoritized parents (MP). Correspondingly, the research suggested two of the eight tenets of transformative leadership theory (Shields, 2020) were deemed as essential starting points in the pursuit of equity.

Perspective/Theoretical Framework: The importance of the study of transformative leadership TL) is borne from the assumption that educational organizations need to “articulate and attain purposes related to equity and excellence, public and private good, and individual and collective advancement” (Shields, 2011, p. 6). This study distills its results through transformative leadership theory (Shields, 2016) and the zone of mediation framework (Oakes et al., 1998). Most educational change literature spotlights the technical aspect of school reform and routinely avoids the normative and political dimensions of change (Holme et al., 2014; Oakes & Lipton, 2002; Welner & Oaks, 2008). This presentation will provide Lawrence’s (2021) findings that integrate normative and political elements (Oakes & Welner, 2008) with two of transformative leaderships (Shields, 2020) tenets to propose a starting point for doing equity work.

Modes of Inquiry: When dealing with sensitive subjects like privilege and oppression, onset and offset of social inequality, and who is responsible for eradicating social inequalities, the construction of a questionnaire constrains one’s ability to deconstruct research participants’ complex emotions. Qualitative research is conducted when we need a complex understanding of a phenomena (Creswell & Poth, 2016). Transformative methodological norms note that scholars start with qualitative data collection (Mertens, 2012). Qualitative approaches to research take many forms and this paper focuses on critical incident technique (Flanagan, 1954). This paper draws on empirical research and literature review conducted during the previous five years through the lived experience of a Black male public school leader.

Results/Warrants: According to research participants in the study (Lawrence, 2021) the foundation for change occurs when inequitable organizations focus their work through the normative and political dimensions of change – while acknowledging changing mindsets and redistributing power are interrelated and interconnected. Implicit bias, White privilege, focus on diversity, and power form the common ground between White equity-trained educators (WETSE) and minoritized parents (MP), whilst transformative leadership theory’s tenet #2 – changing mindsets and tenet #3 – redistributing power in more equitable ways form the basis for commencing equity work.

Scientific and Scholarly Significance: School districts that report longitudinal achievement gaps can make use of the qualitative findings and theoretical analysis to redirect their strategic focus and the discourse around the purported “achievement gap” by instead directing their attention to “opportunity gaps” and “empowerment gaps” which are a direct function of achieving equity versus equality.

Author

• David E. Lawrence, Antioch University - Los Angeles
  Presenting Author