This article presents a synthesis of countervailing pressures against leading for social justice as described in the literature. This synthesis focuses on the present-day countervailing pressures that school leaders face as detailed in the literature on leading for social justice. These countervailing pressures include a deficit-thinking status quo, a marginalization of areas of difference, a preference for technical leadership, particular national and local policy, a burden of seeking social justice, and a lack of equity focus in administrator preparation. This article concludes with implications for overcoming these pressures.
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