Products of Our Surroundings? How K–12 School Systems Navigate Calls for Racial Redress

Higher education scholars find that universities often respond to calls for racial redress in symbolic ways, but less is known about responses from K–12 educational institutions. Using a cross-case study methodology and our novel racial equity policy change (REPC) framework, we examine the responses of 11 school systems across diverse contexts. We find that educational organizations’ responses to calls for racial redress fall across a spectrum of symbolic, in-transition, and substantive. Furthermore, we questioned which factors shaped the form responses took. Our analysis shows that two conditions were highly influential: (a) geographical and political context and (b) prior learning and capacity-building regarding racial equity and justice. We conclude with implications and recommendations for future research and policymaking.