The Rise of the School District Chief Equity Officer: Moving Beyond Mimetic Isomorphism and Promoting Anti-Racist Systemic Change

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Marian Lewis, Marsha E. Modeste, Royel M. Johnson
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引用次数: 1

Abstract

Purpose: A growing number of school districts have recently added a position to the superintendent's cabinet, often titled chief equity officer. While the chief equity officer position is still in its early stages, we have an opportunity to examine insights from this work in the higher education context—both to support the adoption and implementation of the position, and the change work the chief equity officer will lead throughout the organization. The following conceptual question guides our analytical review: How can the role of chief equity officer be meaningfully and thoughtfully adapted for K-12 schools and districts in a critical anti-racist manner? Moverover, how might insights from higher education and scholarly knowledge on the nature of educational institutions, change within organizations, leadership practice, and learning inform the development of this role? Proposed Conceptual Argument: While the chief equity officer position was initially developed in response to historic and systemic inequities, over time, as this position becomes standardized through a process scholars call mimetic isomorphism, it runs the risk of becoming symbolic, only serving to signal an organization's commitment to equity-oriented work without meaningfully attending to its structures for learning, policies, or practices. Implications: Chief equity officers have a formal role within the district; however, their work requires an organizational commitment, from educators and educational leaders, for anti-racist systemic change. Structural, financial, and personnel-oriented supports are critical. Training programs for educators and leaders should thoughtfully prepare future chief equity officers, and continue to extend existing efforts to prepare anti-racist, equity-oriented principals, superintendents, teachers, and other educational leaders.
学区首席公平官的崛起:超越拟态同构,推动反种族主义制度变革
目的:越来越多的学区最近在校长的内阁中增加了一个职位,通常称为首席公平官。虽然首席股权官职位仍处于早期阶段,但我们有机会在高等教育背景下研究这项工作的见解,以支持该职位的采用和实施,以及首席股权官将在整个组织中领导的变革工作。以下概念性问题指导我们的分析性审查:如何以一种关键的反种族主义方式,对K-12学校和学区的首席公平官角色进行有意义和深思熟虑的调整?此外,高等教育和学术知识对教育机构的性质、组织内部的变化、领导实践和学习的见解如何影响这一角色的发展?提出的概念性论点:虽然首席公平官职位最初是为了应对历史和系统的不平等而发展起来的,但随着时间的推移,随着这个职位通过学者们称之为模仿同构的过程变得标准化,它冒着成为象征性的风险,仅仅表明一个组织致力于以公平为导向的工作,而没有有意义地关注其学习、政策或实践的结构。启示:首席股权官在地区内扮演正式角色;然而,他们的工作需要教育工作者和教育领导者的组织承诺,以实现反种族主义的系统性变革。结构、财政和人员导向的支持是至关重要的。针对教育工作者和领导者的培训项目应该深思熟虑地培养未来的首席公平官,并继续扩大现有的努力,培养反种族主义、以公平为导向的校长、督学、教师和其他教育领导者。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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