Cognitive Barriers to Leading for Racial Equity As a White Education Leader: a Qualitative Study

Leading for racial equity in public education involves courageously addressing entrenched systems of racism and oppression that routinely advantage White students and disadvantage students of color. Engaging in uncomfortable discussions about race and racism amongst colleagues within an organization can generate internal struggles of fear and anxiety of negative reactions. This study employs a constructive developmental lens, specifically the Immunity to Change (ITC) Mapping process, to understand the connections between racial identity development and intrinsic barriers to leading for racial equity of White leaders. Through examining 18 ITC maps, we identify anxieties and fears that create significant barriers for White education leaders who intend to champion racial equity. Our study reveals that White education leaders, regardless of their progress on the continuum of White racial identity development, struggle with courageously leading for racial equity because they are firmly planted in the socializing mind, limiting their effectiveness because of self-constructed, cognitive fears of negative reactions from others. Practical implications for education leaders, education policy makers, and students are also provided.