Individual, Interpersonal, and Institutional Conceptions of Antiracist Leadership: How Principals Make Sense of Being Antiracist

To understand how antiracist leaders can positively influence school communities, we must first recognize the journeys that principals take to understand antiracism. This qualitative case study follows four principals attempting to implement antiracism in their schools. Individual, interpersonal, and institutional conceptions shaped how principals approached antiracism. The desire to be antiracist was ubiquitous, though the levels of confidence varied, and was influenced by backgrounds, values, and beliefs. Principals were able to learn from each other, as well as district leaders, while developing antiracist identities. The district played a crucial role in providing opportunities for principals to develop as antiracist leaders.