From Symbolism to Substance: Boards of Trustees and Institutional Change for Educational Equity

• In Event: Resilient Pathways: Toward Political Theories of Action for Achieving Educational Equity

Abstract

This paper examines the critical role of boards of trustees in higher education institutions and their commitment to achieving, maintaining, and advancing educational equity. In an increasingly contentious and threatening landscape for educational policy, where racial equity faces significant challenges, exploring the theories of action that can effectively drive institutional change is essential. This exploration is futile without the inclusion of higher education boards. While many institutions tout their commitment to diversity, equity, and inclusion (DEI) in their mission statements, this paper argues that achieving educational equity goes beyond symbolic gestures or superficial changes. It emphasizes the fiduciary duty of boards to uphold the institution’s mission and work towards substantive and sustainable equity (Commodore et al., 2022).

Boards of trustees play a crucial role in shaping and implementing institutional policies, strategies, and practices (Morgan et al., 2021). However, traditional approaches that focus on demographic representation and symbolic changes have proven vulnerable to political pressures and are often insufficient in dismantling deeply rooted structures of white supremacy. This paper calls for a shift from weakly institutionalized and symbolic policies towards transformative institutional change that addresses power dynamics, antiquated methods of decision-making, and challenges systemic inequalities often perpetuated by the board.

To advance educational equity, boards of trustees need to embrace alternative theories of change that move beyond optics and visible representation (Rall et al., 2020). This includes exploring strategies such as reevaluating organizational decision-making schemas and engaging in intentional collaboration across the institution. By examining these alternative theories of change, boards can create more resilient pathways toward equity and liberation that need not bend or break in the face of political pressure.

Recognizing that achieving equity is not solely an individual endeavor of any one stakeholder group, this paper underscores the importance of collective (un)learning. It highlights the need for scholars, policymakers, and advocates in education to critically reflect on their own theories of change, particularly those dependent on symbolic gestures. By curating a generative space for discussion and exploration, this symposium aims to foster dialogue among diverse scholars and practitioners to identify areas for persistence and areas where new approaches are necessary.

In this paper, I argue that boards of trustees have a fiduciary duty to prioritize educational equity. They function like electrical sockets, which can facilitate the flow of institutional resources, and it is imperative to use these sockets appropriately (Morgan et al., 2022). By reevaluating their approaches to achieving equity and embracing transformative theories of change, boards can (and must) play a vital role in creating resilient institutions that actively challenge and dismantle racial injustice. This paper contributes to ongoing conversations about the role of boards in advancing educational equity and offers insights into the possibilities for institutional change.

Author

• Raquel M. Rall, University of California - Riverside