Leadership Pathways for Inclusive Detracking

• In Event: Queer Resistance, Detracking & Racelighting: A Historical Case of an Urban Mountain-West High School

Abstract

Informed by Critical Leadership Praxis, this study examines how “Valley View High” administrators engaged iterative decision-making to refine detracking models over a seven-year span. Through policy analysis and follow-up interviews (2018–2025), the author traces a sequence of leadership interventions that responded to faculty and student resistance, revealing how power dynamics shaped reform trajectories. At “Valley View High”, initial detracking efforts in 2018 prioritized universal access to advanced courses but encountered unanticipated equity gaps as teachers lacked resources for culturally sustaining pedagogy. By applying critical praxis frameworks that center reflection, dialogue, and power-sharing, leaders convened diverse stakeholder councils to co-create revised detracking policies. The study documents how principal-led professional learning communities fostered critical consciousness about racelighting and structural bias, enabling targeted supports for educators and students. Detailed case narratives illustrate adaptive leadership practices, including boundary-spanning collaborations with district equity officers and student advisory boards. These pathways highlight the importance of praxis-oriented inquiry cycles where administrators systematically interrogate contextual conditions, enact responsive strategies, and re-evaluate outcomes. Ultimately, Valley View High’s trajectory offers a model for sustaining inclusive detracking reforms that honor both procedural rigor and transformative justice commitments. Future research should explore longitudinal student outcomes and community perceptions beyond immediate implementation phases.

Author

• Laura Cheney, University of Utah