Equity Directors in New Jersey Schools: A Context-Responsive Analysis of the Evolution of the Position

Abstract

This qualitative multiparticipant case study examined the roles, responsibilities, superintendent expectations, and evolution of the equity director position in New Jersey school districts through context-responsive leadership theory. In response to national calls for racial justice following the death of George Floyd, many districts created equity director roles to address systemic inequities. Despite this, limited research on the equity director position exists.The study involved 11 participants from six New Jersey school districts, including five superintendents, five equity directors, and one person serving as both superintendent and equity director. Data were collected through semistructured interviews to answer the main research questions: What were the roles and responsibilities of equity directors? What were the superintendent’s expectations when establishing the role? How has the equity director position evolved within the district since its origination? How do internal and external school contexts impact the equity director? There were four major findings from the research: (a) the equity director position was multifaceted; (b) superintendents expected equity directors to integrate equity into all aspects of the school district; (c) the equity director position evolved from reactionary to intentional work; and (d) internal and external contextual factors influenced equity work.