This qualitative case study explores the leadership values and practices of a principal in a sixth through twelfth-grade school in the Rocky Mountain West to determine how leadership values and practices support the implementation of equitable and socially just practices in the school. Five key themes emerged: (a) equity as a Black/non-Black construct; (b) a lack of knowledge and awareness of the historical contexts of marginalized populations; (c) moral courage for all members of the school; (d) equity as an initiative or program; (e) resistance to deep equity work. From these themes, I devise three recommendations to support substantial and better-aligned work to increase equity and social justice in the school: (a) refining equity work in progress; (b) elevating other marginalized voices across the organization; and (c) increasing the moral-courage capacity of all teaching and coaching staff, especially those from marginalized backgrounds. There is also a post-study discussion with the school leader. Finally, I provide recommendations for further study.
","abstract_html":"<p>This qualitative case study explores the leadership values and practices of a principal in a sixth through twelfth-grade school in the Rocky Mountain West to determine how leadership values and practices support the implementation of equitable and socially just practices in the school. Five key themes emerged: (a) equity as a Black/non-Black construct; (b) a lack of knowledge and awareness of the historical contexts of marginalized populations; (c) moral courage for all members of the school; (d) equity as an initiative or program; (e) resistance to deep equity work. From these themes, I devise three recommendations to support substantial and better-aligned work to increase equity and social justice in the school: (a) refining equity work in progress; (b) elevating other marginalized voices across the organization; and (c) increasing the moral-courage capacity of all teaching and coaching staff, especially those from marginalized backgrounds. There is also a post-study discussion with the school leader. Finally, I provide recommendations for further study.</p>","abstract_has_math":false,"creators":["Farmen, Susan-Marie"],"institution":null,"degree_name":"Ed.D.","degree_level":"Dissertation in Practice","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Kristina Hesbol","Carolyn Shields","Erin Anderson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-01-01T08:00:00Z","date_published":"2021-01-01T08:00:00Z","updated_at":"2026-07-24T02:03:35Z","subjects":["Equity","School leadership","Social justice","Transformative leadership","Education","Educational Administration and Supervision","Educational Leadership"],"languages":["en"],"rights":["Copyright is held by the author. User is responsible for all copyright compliance.
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