Accepting the Challenge: The Liminality of Equity Directors Building Capacity in K-12 School Districts

• In Event: AERA Roundtable Session Saturday 11:45 am
  In Roundtable Session: International and Post-Colonial Contexts for Social Justice Leadership

Abstract

Although equity leadership functions and roles have existed for decades in U.S. public schools, the district-level Equity Director position is more recent. Consequently, little is known about how Equity Directors lead for equitable student outcomes. The purpose of this qualitative study was to better understand how they develop trust and provide for adult learning in order to build organizational equity capacity. Interviews were conducted with 20 Equity Directors from two states to learn about their capacity building processes, which included (1) acknowledging the relinquishment of comfort, (2) framing and reframing the work, and (3) accepting and challenging both individual and organizational equity development. This study furthers an understanding of Equity Director work through conceptualizing equity capacity building processes.

Authors

• Kristin Shawn Huggins, Washington State University

• Leslie Ann Locke, Minnesota State University - Mankato

• Regina Lynn Seabrook, University of Minnesota

• Emily Colton, University of Minnesota

• Darrius A. Stanley, University of Minnesota