{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113972"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113972","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Leading for equity: Understanding technical, normative, and political barriers and strategies for change","abstract":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-12-01","abstract_html":"Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-12-01","abstract_has_math":false,"creators":["O'Malley, Lauren J."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Roegman, Rachel","Alexander, Kern","Herrmann, Mary","Pak, Yoon"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-04-29T21:45:55Z","date_published":"2022-04-29T21:45:55Z","updated_at":"2026-07-22T22:24:53Z","subjects":["Education"],"languages":["en","eng"],"rights":["Copyright 2021 Lauren O'Malley"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113972","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Roegman, Rachel","Alexander, Kern","Herrmann, Mary","Pak, Yoon"]},{"key":"dc:creator","label":"Author","values":["O'Malley, Lauren J."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-04-29T21:45:55Z","2024-04-29T21:47:53Z","2021-12","2021-11-29"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Lauren O'Malley"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113972"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-12-01","The student, Lauren O'Malley, accepted the attached license on 2021-11-23 at 16:24.","The student, Lauren O'Malley, submitted this Dissertation for approval on 2021-11-23 at 16:33.","This Dissertation was approved for publication on 2021-11-29 at 09:20.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17249 on 2022-04-06 at 17:16:55","Made available in DSpace on 2022-04-29T21:45:55Z (GMT). No. of bitstreams: 2 OMALLEY-DISSERTATION-2021.pdf: 698160 bytes, checksum: 9ad7fbe7e1e87a6c1c732cebcfca17b0 (MD5) LICENSE.txt: 4212 bytes, checksum: 237f002cc601f84f36a5bc05ce11647b (MD5) Previous issue date: 2021-11-29","Embargo set by: Seth Robbins for item 123336 Lift date: 2024-04-29T21:46:25Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 123336 Lift date: 2024-04-29T21:47:53Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only","Inequitable practices and systemic and institutional barriers exist within and among schools, making the role of the school leader integral in challenging the status quo. The purpose of this study was to explore the technical, normative, and political barriers that school leaders face that stall or impede efforts at equity-minded change and how they work to create conditions for equity in their schools. Guided by the Equity-Minded Change Framework by Oakes et al. (2005), this study addressed the following research questions: 1. What technical, normative, and political obstacles do principals identify when implementing equity-minded school change? 2. What practices and strategies do principals report implementing related to equity-minded change? This study was grounded in a qualitative research design, and data was collected through semi-structured interviews with elementary, middle, and high school principals. Findings from this research study revealed the ways in which leaders attempt to enact equity-minded change and the barriers that they face when doing so. Overcoming barriers to equity-minded change requires principals to implement technical strategies while also attending closely to normative and political forces. Overreliance on technical strategies to address normative and political barriers, however, cannot lead to sustained equity-minded change. Such findings support educational practitioners who seek to increase and maintain high levels of student learning for all students and oppose forces that challenge the democratization of school."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Leading for equity: Understanding technical, normative, and political barriers and strategies for change"]}]}],"canonical_facts":{"dc:contributor":["Roegman, Rachel","Alexander, Kern","Herrmann, Mary","Pak, Yoon"],"dc:creator":["O'Malley, Lauren J."],"dc:date":["2022-04-29T21:45:55Z","2024-04-29T21:47:53Z","2021-12","2021-11-29"],"dc:description":["Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2023-12-01","The student, Lauren O'Malley, accepted the attached license on 2021-11-23 at 16:24.","The student, Lauren O'Malley, submitted this Dissertation for approval on 2021-11-23 at 16:33.","This Dissertation was approved for publication on 2021-11-29 at 09:20.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17249 on 2022-04-06 at 17:16:55","Made available in DSpace on 2022-04-29T21:45:55Z (GMT). No. of bitstreams: 2 OMALLEY-DISSERTATION-2021.pdf: 698160 bytes, checksum: 9ad7fbe7e1e87a6c1c732cebcfca17b0 (MD5) LICENSE.txt: 4212 bytes, checksum: 237f002cc601f84f36a5bc05ce11647b (MD5) Previous issue date: 2021-11-29","Embargo set by: Seth Robbins for item 123336 Lift date: 2024-04-29T21:46:25Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 123336 Lift date: 2024-04-29T21:47:53Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only","Inequitable practices and systemic and institutional barriers exist within and among schools, making the role of the school leader integral in challenging the status quo. The purpose of this study was to explore the technical, normative, and political barriers that school leaders face that stall or impede efforts at equity-minded change and how they work to create conditions for equity in their schools. Guided by the Equity-Minded Change Framework by Oakes et al. (2005), this study addressed the following research questions: 1. What technical, normative, and political obstacles do principals identify when implementing equity-minded school change? 2. What practices and strategies do principals report implementing related to equity-minded change? This study was grounded in a qualitative research design, and data was collected through semi-structured interviews with elementary, middle, and high school principals. Findings from this research study revealed the ways in which leaders attempt to enact equity-minded change and the barriers that they face when doing so. Overcoming barriers to equity-minded change requires principals to implement technical strategies while also attending closely to normative and political forces. Overreliance on technical strategies to address normative and political barriers, however, cannot lead to sustained equity-minded change. Such findings support educational practitioners who seek to increase and maintain high levels of student learning for all students and oppose forces that challenge the democratization of school."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/113972"],"dc:language":["en","eng"],"dc:rights":["Copyright 2021 Lauren O'Malley"],"dc:subject":["Education"],"dc:title":["Leading for equity: Understanding technical, normative, and political barriers and strategies for change"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:53Z"}