Leading for Educational Equity in Complex Political Times: A Case Study of New Hampshire School Superintendents

This dissertation explores how superintendents in New Hampshire lead equity focused educational change in racially or ethnically homogenous communities when the local or national climate is antagonistic to those efforts. Most existing literature exploring equity focused change either presents the approaches building leaders take when leading this work or explores superintendents situated in more urban contexts. By utilizing a holistic multiple-case design case study and semi-structured interviews, the findings reveal several key leadership attributes and personal values leveraged by superintendents leading equity focused organizational change throughout the state. The research study suggests leaders need the courage to hold true to three core values: all means all, humans deserve to be respected and treated well, and it’s about doing the right things. In addition, leadership approaches centered on acting in alignment with beliefs and values, being a reflective practitioner, knowing deeply and understanding the community, empowering others to lead, and engaging a variety of perspectives appears crucial when leading equity focused organizational change. The study offers insights that may help leaders build the skills necessary to facilitate change, school districts identify leaders poised with the values necessary for managing challenging change processes, and higher education institutions guidance on content for leadership courses.