District Strategic Documents and Equity: Maintaining or Disrupting Racialized Burdens

• In Event: Gentrification, Segregation, and Potentials for Disruption

Abstract

This paper examines how ten urban districts in the Southern United States conceptualize and operationalize equity in their strategic planning documents. Using racialized organizations theory, our critical policy analysis reveals varied approaches: from deeply embedding equity in core values and administrative structures to evading equity language altogether. Districts differ in their articulation of race-conscious equity, inclusion of staff equity alongside student outcomes, and naming equity metrics for evaluation. We particularly focus on how districts position teachers as agents creating equity. Findings underscore the critical role of district leadership in translating equity commitments into effective policy and practice, offering insights into district-level strategies for addressing systemic educational inequalities.

Authors

• Angela M. Cox, Vanderbilt University

• Kathryn James McGraw, Vanderbilt University