This article presents research conducted with 36 “non-traditional” educational leaders who demonstrate equity-oriented leadership, examining implications for leadership education. Specifically, three findings and recommendations are offered to promoting equity: (1) equitable leaders “think structurally,” acknowledging and prioritizing the reduction of systemic barriers affecting outcomes; (2) equitable leaders strive to increase representation of all stakeholders through their influence; and (3) equitable leaders anticipate and prepare for pushback against their agendas, especially as they challenge and diverge from the status quo. This article calls for a more inclusive articulation and operationalization of educational leadership so leaders may disrupt an inequitable status quo.
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