Abstract
This qualitative multi-case study studied equity leadership teams in suburban schools in Minnesota to investigate the research question: how do educators in suburban school districts in Minnesota build equity leadership teams to impact educational equity? The study also considered how members of an equity team create the leadership process and what outcomes equity teams are responsible for. Study methods included interviews (14 participants), observations, document analysis, and analysis of archival records at three schools in three different school districts. Participants included equity team leaders, equity team members, principals, and district leaders. Case findings describe key themes for each team, and a cross-case analysis revealed four over-arching themes. First, equity teams navigated sociopolitical contexts to build the capacity of their colleagues. Second, team members co-created the leadership process to lead through resistance. Third, teams recognized the difficulty of identifying outcomes but noted their impact. Fourth, participants used metaphors and expressive language to describe their work. I applied Critical race theory, Tuckman and Jensen’s (1965/1977) stages of small group development, and followership theory to analyze the evolution of equity teams as they challenged systemic inequities. The study concludes with recommendations for stakeholders and equity teams and suggestions for future research.