Sociologically Expanding Upon Educational Leadership: How “Non-Traditional” Leaders Disrupt the Status Quo to Promote Equity

Abstract

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.

Keywords

cultural leadership leadership for school improvement leadership identity leadership knowledge and skills leadership theory social justice

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