Anti-Racist Change: A Conceptual Framework for Educational Institutions to Take Systemic Action

Abstract

To achieve racial equity in education not only do individuals’ mindsets need to be shifted to a more anti-racist ideology, but the institutions in which they work need to make profound anti-racist changes as well. Therefore, we revisit two sets of literature, research on anti-racism and organizational change, to explore what actions and leadership attributes could foster actual institutional change for racial equity. However, we do acknowledge the limitations of each body of research. Anti-racism research is more so ideological and theoretical and does not operationalize specifically how to take action against racism, and the organizational change research largely overlooks equity discussions, especially race. Yet, when combined, the two sets of research offer a more actionable framework for educational leaders. Thus, we merge key concepts from anti-racism and the organizational change literature to present a conceptual framework that leaders in both PK–12 and higher education institutions can use to be accountable for facilitating broad level systemic anti-racist change.

Anti‐racism structures in academic dentistry: Supporting underrepresented racially/ethnically diverse faculty

“…Diversity frameworks, which are broadly conceptualized to address diversity, inclusion, and marginalization, can sometimes “soften” or dilute the critical need to address racial equity within higher education 65 . The generalized concepts of diversity or inclusion are usually more comfortable or less intimidating than conversations about race and racism.…”

“…Diversity frameworks, which are broadly conceptualized to address diversity, inclusion, and marginalization, can sometimes "soften" or dilute the critical need to address racial equity within higher education. 65 The generalized concepts of diversity or inclusion are usually more comfortable or less intimidating than conversations about race and racism. However, recent events tied to COVID-19, increased discrimination against Asian Americans, and the deaths of George Floyd and Breonna Taylor have made it clear that issues of access and equity in health care, the criminal justice system, employment, and education, can only be truly addressed by dissecting the historical foundations of race and its role within the U.S.…”

Ambivalence toward bureaucracy: responses from Korean school principals

“…In such contexts, leaders' utilization of routines is described as a critical tool to navigating tensions between accountability forces and autonomy in leading changes (Datnow et al, 2020;Hubers et al, 2017). Moreover, research on equity leadership informed by organizational improvement has shown that leaders can promote equity, social justice and democracy through organizational routines-formal roles, division of labor, professional development, meetings-as part of the organizational improvement (Dowd and Liera, 2018;Irby, 2018;Welton et al, 2018), although the existing routines can also hinder realizing changes that leaders intended. These findings imply that school leaders may often face both positive and negative feelings toward bureaucracy in schools.…”

“…, 2017). Moreover, research on equity leadership informed by organizational improvement has shown that leaders can promote equity, social justice and democracy through organizational routines—formal roles, division of labor, professional development, meetings—as part of the organizational improvement (Dowd and Liera, 2018; Irby, 2018; Welton et al. , 2018), although the existing routines can also hinder realizing changes that leaders intended.…”

Going beyond anti-racist pedagogical practices: co-constructing a pro-Black classroom

“…Even in K-12 schooling, the research is limited with two special issues planned on pro-Black pedagogy for the Journal of Early Childhood Literacy for the same publication date as this special issue (see https://journals.sagepub.com/doi/10.1177/14687984211049530). When the literature does consider post-secondary institutions, the studies tend to focus on institutional change, addressing the role of leaders, Black faculty experiences or White students’ responses to content focused on racism (Welton, et al , 2018; Ruemper, 1996; Law, 2017; Ash et al , 2020). This knowledge is important for changing the racist systems embedded within these institutions, but does not discuss the need for spaces that are developed to welcome and empower Black students and actively address their needs nor the pedagogical practices that achieve these ends.…”