Critical content analysis reveals gaps in antiracism and intersectionality across principal preparation frameworks, highlighting the risk of diluting equity principles in leadership training.
Due to persistent inequities, U.S. schools urgently need leaders prepared for equity-focused, antiracist practices. This study critically analyzes 10 equity leadership frameworks in leadership preparation programs, guided by Leithwood’s themes, via critical content analysis. It investigates how frameworks address equity themes, adopt antiracist stances, and use equity language. Findings reveal variations in conceptualizing equity, with gaps in asset-mindedness, intersectionality, and antiracism. We argue that some frameworks risk diluting equity principles. Greater coherence is needed to prepare leaders for transformative practice, impacting leadership preparation and policy. The potential impact of these findings on future research is significant.
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Virella et al. (2026) studied this question.
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