This theoretical/conceptual paper considers the various forms of capital that engage (or, we contend, should engage) the consideration and attention of educational leaders. Building on theoretical foundations drawn from varied academic disciplines and operating from a decidedly critical perspective, working definitions of cultural, economic, human, political, and social capital are presented and positioned within the context of public schooling in the U.S. Moreover, we argue here that understanding these concepts can leaders in their pursuit of desirable educational outcomes (e.g., improved organizational culture, increased student learning). In proposing the use of these theoretical frames or lenses, we suggest that leaders are served by an understanding of theoretical foundations in order to be able to make decisions that are both attentive to empirical literatures and responsive to particular contexts. Such an understanding necessitates an insightful perspective of the intersections of theory and practice, a perspective that is embedded throughout the article.
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