Predecessor to the Equity Director Position: A Historical Analysis of the Intergroup Relations Specialist Role in Phoenix

• In Event: District Equity Leaders Navigating Differing Political Geographies: A Critical Discussion

Abstract

Current studies suggest the equity director (ED) position is a new PK-12 role that addresses systemic inequities (Irby et al., 2022; Lewis et al., 2023). Conceptualizing the ED role as new does not properly historicize the position's linkage to prior leadership roles that address systemic PK-12 inequities. This study investigates W.A. Robinson as an exemplary intergroup relations specialist (IRS) in Phoenix from June 1954 to August 1956 demonstrating similarities and differences with the contemporary ED role. This study contributes to the AERA 2025 conference and scholarly literature on EDs by analyzing similar political discourse and leadership activities that IRSs and EDs navigate to engage in equity-focused change.


The investigation of Robinson draws on Wake Work (Sharpe, 2016) and Culturally Sustaining Leadership (CSL) (Santamaria & Santamaria, 2016) theories. Combining Wake Work and CSL supports an analysis of Robinson’s partnership with the Black community to understand and address differing forms of anti-Blackness and systemic inequity emanating from school integration.


The investigation of Robinson draws on historical case study methods (Henry, 2006). Archival data was obtained from multiple sources including over 85 newspaper articles between 1955 and 1959 from the Arizona Memory Project relevant to issues impacting Black Phoenicians and Robinson’s leadership activity. Thematic analysis was used to examine data and memos were written to make analytic claims (Terry et al. 2017).



Robinson (1956) navigated similar political discourse about addressing systemic inequity as contemporary EDs. For example, Robinson (1956) wrote in the Journal of Negro Education about the progress of integration in Phoenix schools that demonstrates the nuance of being a Black IRS living in the afterlife of slavery. Robinson (1956) states “the prevailing attitude seems to be that any effort to improve intergroup attitudes would be calling attention to something unpleasant which should be ignored as if it did not exist” (p. 378) Ignoring the need to foster racial equity in PK-12 systems is an extant discourse as many people decry the existence of DEI or suggest critical race theory (CRT) is a tool of indoctrination that should not be discussed (Henry Jr. et al., 2023). For example, current Arizona Superintendent of Public Instruction Tom Horne engages in discourse and created the "Empower Hotline," to discourage discussion of DEI and CRT. Robinson’s (1956) recourse to the discourse of ignoring intergroup issues was to engage in thoughtful and persistent critiques of the school system to create change with other Black leaders through his academic writing and other forums. Robinson (1956) creating a discussion forum about anti-Blackness nationally demonstrated a willingness to lead for a greater good (Santamaria & Santamaria, 2016), beyond his system, and that is not currently present in the ED scholarly literature.

The shift to ED positions from the IRS should be seen as a progression in focus rather than a “new” idea to address systemic inequity. If scholars see the ED role as a progression of the IRS, then there is potential to configure the position and leadership activity considering a PK–12 context.

Author

• Ishmael Miller, Arizona State University