Date of Award


Document Type

Dissertation in Practice

Degree Name


Organizational Unit

Morgridge College of Education, Educational Leadership and Policy Studies

First Advisor

Kristina Hesbol

Second Advisor

Carolyn Shields

Third Advisor

Erin Anderson


Equity, School leadership, Social justice, Transformative leadership


This qualitative case study explores the leadership values and practices of a principal in a sixth through twelfth-grade school in the Rocky Mountain West to determine how leadership values and practices support the implementation of equitable and socially just practices in the school. Five key themes emerged: (a) equity as a Black/non-Black construct; (b) a lack of knowledge and awareness of the historical contexts of marginalized populations; (c) moral courage for all members of the school; (d) equity as an initiative or program; (e) resistance to deep equity work. From these themes, I devise three recommendations to support substantial and better-aligned work to increase equity and social justice in the school: (a) refining equity work in progress; (b) elevating other marginalized voices across the organization; and (c) increasing the moral-courage capacity of all teaching and coaching staff, especially those from marginalized backgrounds. There is also a post-study discussion with the school leader. Finally, I provide recommendations for further study.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Susan-Marie Farmen


Received from ProQuest

File Format




File Size

166 pgs