How Leaders in Predominantly White-Serving Districts Make Sense of the Call to Racially Diversify Their Teaching Force

• In Event: Pipelines for Equity-Centered and Culturally Proficient Leaders

Abstract

This cross-case comparison of 3 districts with similar teacher and student demographics (majority White) and population sizes explored leader sense-making in their efforts to enhance the BIPOC teacher pipelines. We find that districts have a limited conception of their purpose in improving the BIPOC teacher pipeline. The understandings that they did have were based in notions of representation, which created cognitive dissonance for leaders who serve majority White teacher and student populations. These findings suggest a need for districts to reflect and build space to develop understandings of equitable hiring systems that values and considers context, power, voice, and culture.

Authors

• Jennie Weiner, University of Connecticut
  Presenting Author

• Taylor Strickland, University of Connecticut
  Presenting Author