Designed for Equity? A Content Analysis of PK–12 Equity Director Job Descriptions

• In Event: Navigating System Level Politics for Equity and Social Justice

Abstract

PK–12 equity directors (EDs) hold central office positions responsible for addressing systemic inequities. Scholars suggest that institutional logics, or taken-for-granted beliefs, norms, and rules, guide the decision-making and strategies of PK-12 leaders who address systemic inequities. While scholars have examined how institutional logics influence the practices of principals and teachers, there is a gap in knowledge about EDs. This study employs an institutional logics framework and conducts a content analysis of 32 job descriptions gathered through a national purposive search. Findings reveal the institutional logics embedded in the job competencies and responsibilities that guide the decisions and strategies of EDs. This study offers practical insights for districts seeking to redesign and support ED roles to address systemic inequities.

Authors

• Ishmael Miller, Arizona State University

• Celina German, Arizona State University