Promoting Equity Amid Polarization

My View

Leading adaptive change is challenging in the best of circumstances. Throw in a pandemic, a racial justice movement, remote instruction and pervasive ideological divides and you have a formula for high anxiety. We’re arguing over masks, police, elections and race relations. No wonder our communities seem so divided.

Sometimes those divisions even show up between members of groups that share a common mission. During a recent meeting of our Equity and Inclusion Committee, as members debated the committee’s focus, a student wrote in the chat, “There are real-life consequences to spending this time arguing instead of acting — students’ lives are depending on us doing this work.”

That pointed statement articulates exactly why I lead for equity and social justice in my 7,000-student school district. We’ve improved culturally responsive practices and training on anti-racism, bias, social-emotional learning and mental health. We’re making instruction more inclusive and representative, started to diversify staff and developed an equity policy and anti-racism resolution.

While I count all this as progress, the work continuously invites criticism and disfavor as well as praise and gratitude. I hear expressions of fear and calls to stop amid claims we are not doing enough.

Surmounting Resistance

As a superintendent, I am not alone in experiencing these polarized perspectives. Adaptive change, especially when challenging long-held beliefs about how “we’ve always done it,” is sure to bring resistance from various angles. As I’ve gone about this work, I’ve developed three leadership guideposts on the path to promoting equity and social justice in this time of heightened polarization.

When the journey gets rugged, we need something to tether ourselves to. Our core values serve this purpose. They define our priorities, guide our decisions and shape our interactions with others.

In tumultuous moments, I insist on building relationships, collaborating, gathering input and involving stakeholders. Focusing on integrity enables me to draw on the courage to do what needs to be done and to do what’s right for students.

Of late, I’ve leaned into my core values when incidents of microaggression and bias have arisen during distance learning. At first, school leaders questioned the district’s proactive measures and communication with staff, students and families about the incidents. I reminded them that each incident, no matter how small it may seem, causes harm to all involved. I could have let these matters go, but I chose instead to stick to my core values to advance equity for students.

Superintendents, of course, become lightning rods for hot-button issues, yet we must resist becoming isolated in our leadership. I consider it imperative to check in regularly with our administrative team and school board to ensure our alignment.

The work of our team is an extension of my leadership. Frequent communication with staff at all levels builds a strong foundation. No matter the task, the tone of the leader shapes the discourse and actions. As superintendent, my dealings with others must contribute to clear prioritization of equity, inclusivity and valuing of diversity.

Whether district leadership is pushing for more equitable academic outcomes, creating a culture where every student feels valued or centering equity in another way, the school board must be part of the journey for it to succeed.

Conviction Renewed

The “real-life consequences” of inaction raised by the student committee member strengthened my conviction. While we may not be able to convince everyone of equity in education as a nonnegotiable, neither can we wait for everyone to agree before making progress. When students who have been historically marginalized — students of color, students who learn differently, students who identify as LGBTQIA+ and others — plead to be seen, heard and valued, there is no question this is the right work.

As I lead through the tumult of our times, I’m often reminded of Martin Luther King Jr.’s words about peace being not merely an absence of tension but the presence of justice. Even amidst the challenges of leading equity and social justice in my community’s schools, by adhering to my core values and checking in often with team members to convey our priorities, we strengthen our chances for success.

LORA DE LA CRUZ is superintendent of Lake Oswego School District in Lake Oswego, Ore.
@DrLoradelaCruz1