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Using participatory action research, it follows three White principals in the Ally Engagement program across the 2022–23 academic year. Findings show principals used collaborations to ensure Black and Brown individuals have influential presence in decision-making, promote race-specific conversations among predominantly White staff, and embed antiracist ideas into everyday school routines despite institutional resistance. The study highlights accountability for power redistribution and system-level change.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/school-based-racial-equity-collaborations-white-principals-implementing-an-active-anti-racist-stance-602287/602287/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/school-based-racial-equity-collaborations-white-principals-implementing-an-active-anti-racist-stance-602287/602287.png","ImageObject",300,407,{"name":92,"@type":93},"dawugda","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What approach did the study use to examine anti-racist leadership in schools?","Question",{"text":112,"@type":113},"The study used participatory action research to follow principals over the 2022–23 academic year.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What kinds of actions did principals take through school-based racial equity collaborations?",{"text":117,"@type":113},"They aimed to ensure influential presence of Black and Brown individuals in decision-making, foster race-specific conversations among predominantly White staff, and integrate antiracist ideas and tools into daily routines.",{"name":119,"@type":110,"acceptedAnswer":120},"How did the study describe the challenges principals faced?",{"text":121,"@type":113},"Principals navigated challenges including institutional resistance while working to address systemic racism.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602287,1792165596,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","SPECIAL ISSUE Transforming School Systems  \neducation policy analysis archives  \nA peer-reviewed, independent, open access, multilingual journal  \nArizona State University  \n\n| Volume 33 Number 8 | January 28 , 2025 | ISSN 1068-2341 |\n| --- | --- | --- |\n\nSchool-Based Racial Equity Collaborations: White Principals Implementing an Active Anti-Racist Stance  \nLindsey J. Kaiser  \nUniversity of Maine  \nDavid Goldenkranz  \nTechnology Access Foundation  \nHeather K. Lechner  \nUniversity of Washington-Tacoma  \nPatricia Burgess  \nTechnology Access Foundation  \n&  \nTrish Millines Dziko  \nTechnology Access Foundation  \nUnited States  \nCitation: Kaiser, L. J., Goldenkranz, D., Lechner, H. K., Burgess, P., & Millines Dziko, T. (2025) . School-based racial equity collaborations: White principals implementing an active anti-racist stance. Education Policy Analysis Archives, 33(8). [https://doi.org/10.14507/epaa.33.8531](https://doi.org/10.14507/epaa.33.8531 This)[ This](https://doi.org/10.14507/epaa.33.8531 This) article is part of the special issue Transforming School Systems: Questions of Power, Resistance, Equity, and Community guest edited by Caitlin Farrell and Vidya Shah.  \nJournal website: [http://epaa.asu.edu/ojs/ ](http://epaa.asu.edu/ojs/  Manuscript)[ Manuscript](http://epaa.asu.edu/ojs/  Manuscript) received: 17/1/2024  \nFacebook: /EPAAA Revisions received: 4/9/2024  \nTwitter: @epaa_aape Accepted: 9/12/2024  \nEducation Policy Analysis Archives Vol. 32 No. 8 SPECIAL ISSUE 2  \nAbstract: This study explores how White principals in the Seattle metropolitan area implemented an active anti-racist stance through school-based racial equity collaborations. Using participatory action research, the study follows three White principals in the Ally Engagement program, a community-based racial affinity leadership intervention, during the 2022-23 academic year. Our research-practice partnership asked: How do White school leaders implement their developing understanding of an active anti-racist stance? Findings reveal that principals used school-based racial equity collaborations to begin to ensure the influential presence of Black and Brown individuals in decision-making processes, foster race-specific conversations among predominantly White staff, and integrate antiracist ideas and tools into daily school routines. By applying a racialized lens and engaging in critical self-reflection, these principals sought to navigate challenges, including institutional resistance, to address systemic racism. The study underscores the complexities and opportunities in leading for racial justice, emphasizing the need for meaningful action over performative commitments. We argue that school-based racial equity collaborations can help create a system of accountability for White principals to redistribute power, educate White folks, and work toward system-level change. Keywords: anti-racist educational leadership; White principals; school-based racial equity collaborations; racialized lens; system-level change  \nColaboraciones escolares para la equidad racial: Directores blancos implementando una postura activa antirracista  \nResumen: Este estudio explora cómo los directores blancos en el área metropolitana de Seattle implementaron una postura activa antirracista a través de colaboraciones escolares para la equidad racial. Utilizando investigación-acción participativa, el estudio sigue a tres directores blancos del programa Ally Engagement, una intervención comunitaria de liderazgo basada en afinidades raciales, durante el año académico 2022-23. Nuestra asociación de investigación y práctica planteó la pregunta: ¿Cómo los líderes escolares blancos implementan su comprensión en desarrollo de una postura activa antirracista? Los hallazgos revelan que los directores utilizaron colaboraciones escolares para la equidad racial con el objetivo de garantizar la presencia influyente de personas negras y morenas en los procesos de toma de decisiones, fomentar conversacio","cbCailspJiDLjVun","https://ap.wps.com/l/cbCailspJiDLjVun","pdf",450852,29,"English","# Abstract\n## Research design and participants\n## Key findings\n## Implications for racial justice leadership","[{\"question\":\"What approach did the study use to examine anti-racist leadership in schools?\",\"answer\":\"The study used participatory action research to follow principals over the 2022–23 academic year.\"},{\"question\":\"What kinds of actions did principals take through school-based racial equity collaborations?\",\"answer\":\"They aimed to ensure influential presence of Black and Brown individuals in decision-making, foster race-specific conversations among predominantly White staff, and integrate antiracist ideas and tools into daily routines.\"},{\"question\":\"How did the study describe the challenges principals faced?\",\"answer\":\"Principals navigated challenges including institutional resistance while working to address systemic racism.\"}]","School-Based Racial Equity Collaborations - White Principals Implementing an Active Anti-Racist Stance | PDF",1792094406,73]