Newly employed school site principals are thrust into a socio-political learning environment where whiteness and institutional racism exist. Thus, it is critically important that embedded throughout principal preparation, enrolled teachers learn, experience, and “see” race and the intersectionality of race and educational justice in the public school learning environment.

While facilitating a data dialogue concerning racial opportunity gaps in an elementary school, Evelyn Nguyen, a preservice principal candidate, overheard a disturbing and racialized dialogue among third-grade teachers. Evelyn had to decide whether to move an uncomfortable and emotional discussion forward or segue to the next item on the agenda to manage her discomfort. The value and importance for school leaders to model anti-racist leadership by utilizing race talk while addressing whiteness, power, and positionality are key to the academic and social opportunities of racially minoritized students of color. This case explores equity-centered leadership and racial equity.