Abstract
In contrast to the national backlash against educational equity efforts, in 2021 Massachusetts revised its Professional Standards for Leadership to be explicitly anti-racist and justice-oriented. However, the effectiveness of these revised standards depends in part on the capacity of leaders to enact them. In this study, we use constructive-developmental theory to analyze the adult developmental capacities of recent graduates of a leadership preparation program (n = 8). Drawing on semi-structured interviews and developmental assessments with each participant, we find a range of capacities, suggesting a differing levels of readiness to enact antiracist leadership. We discuss implications for leadership preparation and education policy.
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