Theories of Action for Developing Equity and Social Justice Leadership Competences: A Multi-Case Study of Principal Preparation Faculty Approaches

As urgency grows for equity- and social justice-minded leaders and leadership practices, insight into faculty practices for embedding equity and social justice learning experiences will serve to improve our understanding of how educational leadership preparation programs prepare aspiring leaders to address the needs of historically marginalized and underserved students. This qualitative, multi-case study captured faculty perspectives on the importance of equity and social justice learning experiences and their efforts to ensure aspiring leaders have access to learning experiences which develop their capacity to practice equity and social justice leadership in K-12 schools. Data for this study were collected via semi-structured interviews. Analysis of the findings revealed instructors’ theories of action as they made the courses their own, in alignment with their equity and social justice commitments and approaches to instruction. Many factors influenced their instructional design, including their identities, lived experiences, student demographics, course format, and program characteristics. A reflection framework for equity and social justice pedagogy emerged that is situated within the faculty’s theories of action. The reflective practices capture the faculty’s interrogation of instructional decisions to ensure they are delivering the intended course, are inclusive in that delivery, and that students’ needs are being met. Our findings also reveal insights into a race pedagogy for equity and social justice leadership topics.