Translating Theory and Knowledge into Culturally Relevant Leadership Work: Practices and Contributing Factors

This study examines to what extent practicing educational leaders draw on specific practices, tools, strategies, or frameworks from their preparation to address issues related to race in their institutions. We use an exploratory qualitative design method. Data sources included focus groups and interviews with 77 administrators across 14 states, one Tribal Nation, and Washington, D.C. We used qualitative deductive and a pragmatic abductive approach to analyze the data. There are two major findings in the study: 1) culturally responsive school leadership theory evidenced in administrators’ practices, 2) contributing factors in the continuation of culturally responsive practices. Each major finding has additional sub-themes. The study fills a gap in the literature on how knowledge is translated in practice.