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PK–12 District Leadership for Equity: An Exploration of Director Role Configurations and Vulnerabilities.

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Title: PK–12 District Leadership for Equity: An Exploration of Director Role Configurations and Vulnerabilities.
Authors: Irby, Decoteau J.1 (AUTHOR), Green, Terrance2 (AUTHOR), Ishimaru, Ann M.1 (AUTHOR)
Source: American Journal of Education. May2022, Vol. 128 Issue 3, p417-453. 37p. 4 Charts.
Subject Terms: *Job descriptions, *Mission statements, Leadership, Meeting minutes
Abstract: Purpose: This study sought to understand PK–12 district-level equity directors' efforts to improve experiences of students of color and outcomes in US districts. Research Methods: We interviewed 13 practicing equity directors and analyzed artifacts such as meeting minutes, equity policies, equity mission statements, job descriptions, and organizational charts. Findings: Directors experienced structural and psychological vulnerabilities depending on how their districts structured the role with positional power, resources, and authority to carry out their leadership work. Equity directors' roles were often ambiguous and at times misaligned to the expected leadership tasks. Institutionalized racial and gender oppression compounded the vulnerabilities of the role. Implications: To realize the full potential of this new district leadership position, districts must attend not only to what they expect equity directors to accomplish but also to the configurations of the role as it intersects with labor-related racial and gender oppression in districts. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: PK–12 District Leadership for Equity: An Exploration of Director Role Configurations and Vulnerabilities.
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  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Education%22">American Journal of Education</searchLink>. May2022, Vol. 128 Issue 3, p417-453. 37p. 4 Charts.
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  Data: Purpose: This study sought to understand PK–12 district-level equity directors' efforts to improve experiences of students of color and outcomes in US districts. Research Methods: We interviewed 13 practicing equity directors and analyzed artifacts such as meeting minutes, equity policies, equity mission statements, job descriptions, and organizational charts. Findings: Directors experienced structural and psychological vulnerabilities depending on how their districts structured the role with positional power, resources, and authority to carry out their leadership work. Equity directors' roles were often ambiguous and at times misaligned to the expected leadership tasks. Institutionalized racial and gender oppression compounded the vulnerabilities of the role. Implications: To realize the full potential of this new district leadership position, districts must attend not only to what they expect equity directors to accomplish but also to the configurations of the role as it intersects with labor-related racial and gender oppression in districts. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1086/719120
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        Text: English
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      – SubjectFull: Meeting minutes
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              Text: May2022
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