This study examines how 57 aspiring school leaders understand what it means to lead for social justice in K-12 schools. Grounded theory was employed for this qualitative study. The data collection included 855 audio and video reflections (15-55 minutes), 513 written narratives, 57 equity audits, and field notes. Emerging themes for this report include: (1) understanding social justice–oriented and equity-oriented pedagogies and work; (2) immersing oneself in culturally diverse contexts; (3) increasing critical consciousness; and (4) deepening empathic responses. Findings suggest promoting social justice-oriented transformative learning throughout coursework is critical to school leaders developing empathic responses toward disenfranchised populations. Implications suggest deepening empathic responses is critical to school leaders promoting social justice–oriented and equity-oriented work in schools.
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