Culturally responsive school leadership (CRSL) has become important to research on culturally responsive education, reform, and social justice education. This comprehensive review provides a framework for the expanding body of literature that seeks to make not only teaching, but rather the entire school environment, responsive to the schooling needs of minoritized students. Based on the literature, we frame the discussion around clarifying strands-critical self-awareness, CRSL and teacher preparation, CRSL and school environments, and CRSL and community advocacy. We then outline specific CRSL behaviors that center inclusion, equity, advocacy, and social justice in school. Pulling from literature on leadership, social justice, culturally relevant schooling, and students/communities of color, we describe five specific expressions of CRSL found in unique communities. Finally, we reflect on the continued promise and implications of CRSL.

This article argues that a framework of educational leadership must be so designed as to specifically speak to the transitioning demographics in schools in the United States. Particularly salient is a framework that addresses the issue of race within a broader context of social justice. The article outlines five ingredients of such a framework, including self-reflection, a grounding in a critical theoretical construction, a prophetic and pragmatic edge, praxis, and the inclusion of race language. Furthermore, the article outlines pragmatic ways in which educational leadership preparation programs can address the failures of the dominant system to embrace and struggle with the American issue of race in education. The impact of racism and the efficacy of the blending of self-reflection, introspection, as well as intellectual work are discussed as viable vehicles to deal with the matters of race in preparing prospective school leaders. The article concludes with the presentation of a proposed curriculum module, a project undertaken by the University Council for Educational Administration, to assist leadership preparation programs in addressing, through innovative instruction, the notions of privilege and race in their programs.

Programs preparing culturally responsive school leaders must address how race, power, and individual, institutional, and cultural racism impact beliefs, structures, and outcomes for students of color. To develop greater awareness of race, instructors in a principal preparation program assigned students in a primarily White cohort to compose racial autobiographies. Analysis of these racial autobiographies revealed early racial identity development impacted by racial isolation and family influence. The autobiographies included evidence of growing racial awareness and movement away from racial unconsciousness and colorblindness toward acknowledgment of privilege and commitment to future action. Racial autobiography serves as a useful tool to have students examine their own racial identity-a necessary first step toward building an awareness of race, privilege, and institutional and societal systems of racism and other forms of oppression. Further study will determine what changes in leadership practice, if any, might be attributed to this increased awareness.

For more than three decades, community schools have aimed to improve education and neighborhood outcomes in low-income, urban communities of color. In this article, we position community schools as a place-based reform strategy that pushes back on top-down accountability systems. While most research on urban school reform focuses on improving in-school factors, this study shifts the research lens to out-of-school factors that shape lowincome, urban school-community contexts. The purpose of this study is to examine the out-of-school challenges that instigated a neighborhood-driven community school implementation in a racially diverse and low-to workingclass community in the urban Midwest. Drawing on interviews and archival data, critical urban theory is used to guide our analysis. This case study details the political and socioeconomic out-of-school forces that preceded a community schools implementation. In doing so, we consider how school leaders can confront out-of-school challenges across similar urban contexts, and conclude with implications for future research.

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