Degree Date
9-9-2024
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Dr. Jean Rock
Second Advisor
Dr. Acacia Nikoi
Third Advisor
Dr. Justin Tiarks
Abstract
In 2020, the coronavirus pandemic and the murder of George Floyd sparked a review of racial inequities in the United States of America. There was a push to advance anti-racism and a pull to revert to the status quo of following White norms. However, many school leaders could not ignore the racial disparities plaguing the education system. They strived to support necessary change toward anti-racist, equitable schools. To achieve such transformation, organizational change was required. This qualitative study intended to understand the leadership of six principals committed to anti-racist, equitable education while responding to resistance.
Principals’ interviews were analyzed critically to highlight the key themes to advance school organizations toward anti-racist, equitable schools. Participants in this study, with different experiences and school contexts, demonstrated leading organizational change in public schools. The principals shared common leadership styles and had strategic communication to advance change. However, organizational change in schools was a slow process, and there were several needs to optimize organizational change. Pushback and resistance hindered change. Resistance appeared different from various stakeholders and had a range of intensity. Each principal responded to resistance to continue the vision and held responsibility for anti-racist, equitable schools. The implications of this are significant for school leaders to advance anti-racist, equitable education. There were recommendations for leadership practices, local and national policy changes, and future research.