PK-12 Equity Director Role Stress Within the Equity Collaboration Configuration: An Organizational Autoethnography

• In Event: Leading and Supporting Equity-Oriented Practices in Schools and Districts

Abstract

This study investigates how an equity director (ED) in the equity collaboration configuration experiences and responds to role stress. Though an organizational autoethnography across 27-month this study provides a longitudinal analysis of reflective journal entries. This study demonstrates an ED navigating role stress and exercising agency over their ambiguously structured power and authority to address systemic PK-12 inequities. Additionally, EDs can imagine remedies to role conflicts by being more strategic about who they select to work with and how they use their work groups’ time. As school leaders who supervise EDs become cognizant of role stress based on role configuration they can better structure the role to support these leaders to address systemic PK-12 inequities.

Author

• Ishmael Miller, Arizona State University