Equity Centered Practices that Support Marginalized Subgroup Success

• In Event: AERA Roundtable Session Saturday 7:45 am
  In Roundtable Session: Examining Leadership's Direct and Indirect Effects on Student Outcomes

Abstract

This qualitative study explores how school principals apply culturally competent leadership to support historically marginalized student groups identified in ESSA data. Grounded in equity-centered, culturally responsive, and transformative leadership frameworks, the study investigates how principals interpret and operationalize cultural beliefs, knowledge, and skills in their leadership practices. Ten urban principals participated in one-hour semi-structured interviews. Data were analyzed using constructivist thematic analysis with open coding and inductive theme development in Atlas.ti. Three themes emerged: (1) The Human-Side of Leadership, (2) Holistic or Comprehensive Approach to Student Success, and (3) Navigating Caring Leadership through Cultural Knowledge. Findings emphasize that equity leadership is rooted in empathy, cultural awareness, and community engagement, offering implications for leadership preparation and professional learning.

Authors

• Kenneth R. Ward, Broward County Public Schools

• Maysaa Y. Barakat, Florida Atlantic University