A comparative case study approach was applied to explore the extent of cultural responsiveness of two European American principals working in two select rural elementary schools where African American students consistently scored high on reading achievement tests. Results suggested African American students’ high levels of reading performance in the rural school environments were influenced largely by synergistic systems of community integration, culturally relevant leadership practices, and teacher professional development. Recommendations for practicing rural principals, principal preparation programs, and educational researchers are shared.

Leading as an academic department chair with an inclusive mindset requires making faculty, staff, and students feel heard, valued, and included in day-to-day departmental work in meaningful ways. Empirical research exploring the chair's role in improving the departmental climate is limited and narrow in scope. The current study consists of data collected from a survey and an asynchronous focus group of current chairs at a mid-sized university in East Texas. Questions in the survey included topics such as professional development training for department chairs, lack of time for scholarship, and outlining departmental priorities and goals. Questions in the asynchronous focus group included topics on strengths and challenges department chairs experienced in supporting diversity, inclusion, and equity goals for their departments. The results of the survey add to the call to provide department chairs with leadership training that equips them to become effective leaders who adapt their leadership style and behaviors to build the capacity to make excellence inclusive in their department.