Date of Award

12-2025

Degree Name

Doctor of Philosophy

Department

Educational Leadership, Research and Technology

First Advisor

LaSonja Roberts Ph.D.

Second Advisor

Louann Bierlein-Palmer Ph.D.

Third Advisor

Micole D. Dyson Ph.D.

Keywords

Critical race theory, culturally responsive teaching, DEI committees, diversity equity and inclusion (DEI), identity-informed leadership, student voice

Abstract

This study explores how Diversity, Equity, and Inclusion (DEI) directors in one Midwestern state understand and lead equity initiatives in K–12 public education. The purpose of the study was to examine how DEI leaders make sense of their roles and the challenges of sustaining equity work within complex and often politicized systems. Using a basic qualitative methodology, the research examined how personal identity, sociopolitical context, and organizational structures shape DEI leadership. Critical Race Theory (CRT) framed the study, centering race, power, and systemic inequity in participants’ experiences.

Seven DEI directors participated in semi-structured interviews. Three key themes emerged. First, participants’ identities and lived experiences strongly influenced their approach to equity work. Experiences with race, gender, socioeconomic status, and marginalization fueled their commitment and resilience, framing DEI as both a professional responsibility and personal mission. Second, navigating the sociopolitical climate was critical to sustaining initiatives. Leaders who embrace DEI with conviction integrated equity into organizational culture, while those treating it as compliance often retreated under political pressures. Third, participants emphasized that lasting success required embedding equity into policies and practices rather than maintaining it as a stand-alone effort.

Findings highlight both the challenges and opportunities of advancing DEI in politically contested environments. They underscore the need for leaders who are identity-informed, aware of socio-political implications, and persistent, alongside organizational structures that support equity across systems. This study demonstrates that DEI work is most sustainable and impactful when it is fully integrated into school culture rather than treated as symbolic or temporary. By centering DEI directors’ experiences and situating analysis within Critical Race Theory, the research contributes to equity leadership scholarship showing how identity, leadership, and context intersect to shape the implementation and sustainability of equity initiatives in schools.

Access Setting

Dissertation-Open Access

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