Analysis reveals varying capacities for enacting antiracist leadership in new leaders, suggesting implications for preparation and policy.
In contrast to the national backlash against educational equity efforts, in 2021 Massachusetts revised its Professional Standards for Leadership to be explicitly anti-racist and justice-oriented. However, the effectiveness of these revised standards depends in part on the capacity of leaders to enact them. In this study, we use constructive-developmental theory to analyze the adult developmental capacities of recent graduates of a leadership preparation program ( n = 8). Drawing on semi-structured interviews and developmental assessments with each participant, we find a range of capacities, suggesting a differing levels of readiness to enact antiracist leadership. We discuss implications for leadership preparation and education policy.
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Noonan et al. (2025) studied this question.
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