This article presents a grounded model of how educators earn students’ trust in a high performing U.S. urban high school. This long-term anthropological project set out to understand the beliefs and practices of experienced teachers and staff members nominated by students as helping them feel like they belonged in school. Analysis of study data revealed a process of mutual discernment whereby adults and young people were reading one another as they explored the possibilities of entering into learning partnerships. For the educators, study data led us to infer that their trust building strategies were largely based on imagining the student discernment process, and responding to a set of unspoken queries about them that, over time, they seem to have learned were often on the minds of students (e.g. “Why are they here?” “How much do they respect me?”). The grounded model and practice-based evidence presented here summarize the strategies and approaches educators used to respond to these unspoken queries and communicate to students various aspects of their selves and their stance, including their motivation, empathy and respect for students, self-awareness and credibility, their professional ability, and finally, their commitment to helping students and investing emotional labor in them. Throughout, data are also presented regarding how students perceived and experienced these strategies, and ultimately how they interpreted and appraised their relationships with educators, as trusting relationships were developed.

This article explores how leaders in two public school districts intentionally shape their school’s organizational culture to challenge harmful social ideologies and culture. The exanimation of systematic district leadership or Culturally Responsive District Leaders featured in this article demonstrates the importance of intentional, consistent, and long-lasting relational engagement of minoritized communities as an opportunity to prepare formal systems for crises of disruption. Moreover, the two district case studies featured will demonstrate the importance of systematic actors in preparing systems, like schools, to be resilient, sensitive, and accountable when complex and diverse incidents systematically construct disparate realities for their organization members. Likewise, this article explores a new concept, entitled “Organizational Stress Tests,” a process that entrepreneurially builds upon past organizational incidences to function under severe or unexpected pressure.

No abstract