Document Type
Article
Publication Date
10-25-2024
Abstract
District “equity director” (ED) roles have grown rapidly over the past decade. Drawing on interviews and surveys with over 70 EDs across nearly 30 states, this study documents dramatic ED role growth from 2018 to 2022 specifically and examines why, according to EDs, such roles were established locally. Findings, drawing on scholarship on social activism, demonstrate how insider influence from district educators and leaders; intermediate pressure from community coalitions, parents, and students; and external coercion from state and federal education departments and civil rights agencies spurred ED role establishment. Challenges to ED efficacy are discussed, including ED role establishment as “checkbox” work and politicized attacks on district diversity, equity, and inclusion work.
Recommended Citation
Matschiner, A. (2024). A National Analysis of P–12 Equity Director Role Establishment. American Educational Research Journal, 61(6), 1115-1151. https://doi.org/10.3102/00028312241269131
Peer Reviewed
1
Copyright
The author
Comments
This is a pre-copy-editing, author-produced PDF of an article accepted for publication in American Educational Research Journal, volume 61, issue 6, in 2024 following peer review. This article may not exactly replicate the final published version. The definitive publisher-authenticated version is available online at https://doi.org/10.3102/00028312241269131.