Four Roots Of Anti-racist Leadership — And How To Cultivate Them

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Four roots of anti-racist leadership — and how to cultivate them

By Kimberly Hinton and James T. Schwartz

December 2022

Marta Robertson, principal of Plainview High School, finished a long day invigorated by the senior leadership team meeting she had just left. The team had worked together for the past two years to develop leaders who could cultivate anti-racist policies and practices schoolwide. Composed of leaders from various teams in the building, including instructional leaders, grade-level leads, and postsecondary leaders, the senior leadership team was committed to making space for the voices of those who are traditionally marginalized in schools and inviting them to co-construct practices and policies for more inclusive and engaging classroom and school environments. To that end, the team planned a project to better engage Black male students in their classes, and they were excited to test it out, learn from it,

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References

Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

Ryan, R.M., Deci, E.L., Vansteenkiste, M., & Soenens, B. (2021). Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. Motivation Science, 7(2), 97-110.

San Francisco Coalition of Essential Small Schools. (n.d.). SF-CESS’ working definition of educational equity. Author. sfcess.org/mission/sf-cess-working-definition-educational-equity/

Kimberly Hinton

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Kimberly C. Hinton is a deputy director of the Partner School Network with the Network for College Success. Hinton began her career as a science teacher at Morgan Park High School and shortly thereafter moved onto Whitney Young Magnet High School.