Latent Theories of Action: A Critical Analysis of Equity Conceptions in District Instructional Improvement

• In Event: Expansive Equity Frameworks and Tools for Developing and Supporting Responsive Educational Leaders

Abstract

The term “equity” is common in education discourse as a goal of educational improvement efforts. Yet, the term can be conceptualized in many ways (Guiton & Oakes, 1995), and equity conceptions are rarely interrogated in policy studies. Using a qualitative comparative case study design relying on 81 interviews and approximately 100 artifacts, I examine how leaders of nine district-level instructional improvement initiatives across the country conceptualize equity, how those conceptions influence initiative implementation, and how power shapes those processes. I find that undergirding these initiatives are unique latent theories of action about equity that drive policy implementation. The extent to which leaders engaged in reflection around ideas about equity, oppression, and solutions to inequity aligned with their underlying theories about equity.

Author

• Meghan Comstock, University of Maryland
  Presenting Author