Navigating Opposing Political Forces to Promote Equity when Leading Improvement Efforts in Education

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 2-3
  In Roundtable Session: Criticality, Justice, and Liberation in Improvement Science (Table 1)

Abstract

Educational leaders face increasing challenges navigating the complex political landscape surrounding education. With the rise of politicization and weaponization of critical race theory, book bans, and curriculum restrictions, these leaders often confront significant obstacles in their efforts to dismantle systems of white supremacy and address anti-Black racism, within education (Kim, 2021, 2022). This study explores how educational leaders manage to pursue social justice and equity for minoritized students amidst opposing pressures using the science of improvement. In Bonney et al. (2024), educational leaders undertaking improvement efforts in their school systems discussed improvement science as an effective tool for addressing equity; yet acknowledged barriers they faced such as (1) changing the name of interventions because their staff or community may view it as critical race theory and resist it (Browning, 2024), (2) working with just a few willing teachers who they could trust (Soltis, 2024), and re-emphasizing that their change idea would benefit all students. Educational leaders are facing a complex landscape where issues of social justice and equity in schools are increasingly politicized or termed inherently divisive concepts as described by the Virginia Secretary of Education (VDOE, 2023). To address these challenges, educational leaders are called upon to engage in anti-racist approaches, explicitly identifying and dismantling structural inequalities rooted in racism (DeMatthews et al., 2017). Building on the work of Ryans and Routers (2017) on the discreet activism employed by educational leaders, the purpose of this study is to catalog the practices employed by educational leaders pursuing equity with improvement amidst resistance. Our inquiry is guided by the following questions:
How do educational leaders navigate opposing political views and policies to promote equity and social justice for minoritized students?
What strategies and practices do they employ to implement critical improvement work amidst political resistance?

Methodology
This qualitative study involved semi-structured interviews with school administrators and leaders who have implemented change initiatives aimed at addressing inequities in their school systems. Participants included principals, superintendents, and other administrators who have drawn on improvement science as an approach to addressing inequity in their school system. Data analysis focused on understanding the strategies and practices leaders use to manage political opposition and promote equitable outcomes, especially for minoritized students.

Significance
This study is significant for several reasons. First, it will provide valuable insights into the experiences and strategies of educational leaders who are successfully navigating political challenges to promote equity. Second, the findings will contribute to the broader discourse on the politicization of education and its impact not just on minoritized students but on school leaders who are working to create welcoming and safe learning environments that improve student outcomes. Finally, the study will offer practical recommendations for other leaders and policymakers seeking to advance social justice in education.

Authors

• Edwin Nii Bonney, Clemson University

• Brandi N. Hinnant-Crawford, Clemson University