Date of Award

Fall 12-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Program/Concentration

Educational Leadership

Committee Director

Karen Sanzo

Committee Member

Steve Myran

Committee Member

Yonghee Suh

Abstract

This study explores the correlation between organizational structure and social justice reform in American public schools. The study specifically aims to answer the following research questions: What are the lived experiences of school leaders as they navigate and enact social justice reform? How do school leaders experience the ways organizational structures shape their opportunities and challenges in implementing social justice reform? How do school leaders experience and make sense of the influence of local, state, and national policy on their efforts toward social justice reform in American public schools? The literature review examined organizational structure through the lens of Ecological System Theory (EST). Additionally, social justice was explored through the lens of Epistemic Injustice and Culturally Responsive School Leadership (CRSL). This phenomenological study with ethnographic ideals investigates the lived experiences of 11 school-based principals and reviewed policies relating to social justice in schools. From this study, the analysis revealed four major themes: (a) organizational structure’s impact on social justice reform, (b) strategic language in navigating systemic biases and the political climate, (c) data-driven and relationship-based approaches to address disparities, and (d) leadership and autonomy in driving social justice. The study concludes with implications for school leadership, emphasizing the pivotal role of administrators in shaping school culture and addressing biases. It recommends that leaders prioritize ongoing professional development in cultural competence, critically analyze and reshape organizational structures to promote enabling environments, and strategically engage with policy at all levels to support social goals. Future research areas include exploring staff perceptions of social justice initiatives and the impact of epistemic injustice on school personnel.

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

DOI

10.25777/0qap-4c23

ISBN

9798276042282

ORCID

0009-0008-0473-9343

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