A qualitative interview study was conducted to understand how women school superintendents promote and support social justice in their school districts. Six women who were practicing superintendents in a Midwestern state participated in the study: three were African American, one was American Indian, and two women were White. The framework for the study relied on feminist standpoint theory (Harding, 2004) and Furman’s (2003) ethic of community grounded the data analysis. The paper details the research findings in three distinct areas: how the women defined social justice issues in their school districts, how they work in unique ways to overcome educational practices that were unjust for students and staff, and how they work to establish community within their districts. FULL MANUSCRIPT AVAILABLE IN PDF (attached below) AND/OR ONLINE AT:

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