000			01889nam a22002057a 4500
005			20240108151156.0
008			240108b ||||| |||| 00| 0 eng d
022			_a0195-6744
100			_aIrby, Decoteau J.
245			_aPK–12 District Leadership for Equity _b: An Exploration of Director Role Configurations and Vulnerabilities (Journal Article)
260			_aChicago _b: University of Chicago Press _c, May 2022
300			_a417–453p.
440			_aAmerican Journal of Education _v, Volume 128: Number 3, May 2022
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: 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.
650			_aDistrict Leadership| Vulnerabilities| Configurations| Education
700			_aGreen, Terrance | Ishimaru. Ann M.
856			_uhttps://doi.org/10.1086/719120
942			_cPER
999			_c45055 _d45054