Exploring Principals' Equity Mindset As It Applies To Their Practice Within A Mexican-U.S. Border Community

The study's aimed to explore principals' equity mindset to respond to the research question: How do principals' lived experiences, identity, beliefs, attitudes, and values construct their understanding of equity, and how does it impact their practice within the school communities they serve? The study employed narrative inquiry as a methodology to gain knowledge and understanding of principals' conceptualization of equity and how equity emerges in their practice. These principals' rich descriptive narratives showed that their understanding and embodiment of equity are reflected within their practice. Their inherent values, beliefs, attitudes, and overall sense of self and upbringing are at the core of their equity mindset and perception of themselves within their practice. Their equity embodiment emerged during their practice through a seemingly inherent personal equity compass of the constructs of who they are and their lived experiences. Overall, for principals, equity was not a new concept but rather something relatable back in the early stages of their lives. Throughout their narratives, there were numerous examples of their equity-based efforts to address the needs of vulnerable learners. By embodying equity within their practice, they lead the school communities they serve, becoming the agents of change that, as educators, they are required to be within a transformative leadership lens. Hence, school districts and policymakers, among other stakeholders, playing a crucial role in supporting principals' equity efforts, as they can provide the necessary resources and policy frameworks to address systemic inequalities that leverage their decision-making within their practice. Therefore, it is poignant to learn about the unique constructs of principals' mindsets regarding equity, as these findings inform about the complexities of equity in education and the role of principals in achieving student success.