Implementation Drivers and Contextual Determinants of PreK-12 Districtwide Racial Equity: An Executive Leadership Case Study

Abstract

Previous research had identified some contextual factors for implementing racial equity but had not clarified how leaders effectively navigate the hindering and enabling determinants to fully implement districtwide racial equity within the scope of effective executive functions and implementation drivers. The purpose of this qualitative single case study was to explore how executive leadership of a PreK-12 school district manage and experience the process of implementing a racial equity initiative through an antiracist lens throughout the school district in the Midwestern United States, including the barriers and supports to implementation. The integrated theoretical foundation of this research included implementation science, transformative leadership theory, and the POSDCORB executive functions framework. The small sample for this study was PreK-12 executive leadership with administrative, operational, and governance responsibility for the racial equity initiative in a reputational exemplar case. Data collection included interviews, survey, and artifacts. Data analysis was guided by Braun and Clarke’s six-step process for “reflexive thematic analysis.” The nine themes generated from data analysis were: comprehensive district strategy with optional building-level carry through; hiring for burden; naming Black American harm leads to “equity for all;” pockets of confusion; inconsistent honest, hard, real conversations; critically important; it’s about me too; a test of patience; and gratified warriors. This study expands the evidence base about implementing racial equity throughout a school district, including management of resistance.