Qualitative Insights on Equitable Education Leadership

Situation:
As part of the Early Years Leadership Diversity Initiative (EYLDI), a national effort focused on increasing representative diversity in early childhood education (ECE) leadership—particularly around race and ethnicity—I joined a research team exploring how leadership development could be reimagined to better serve marginalized communities. The initiative was rooted in the belief that representative leaders and their teams positively impact outcomes for children from underrepresented backgrounds.

Task:
I was responsible for contributing to a qualitative research study that aimed to:

1. Understand how current ECE leaders define, interpret, and enact their roles in developing future leaders;

2. Explore how identity affects leadership development relationships; and

3. Surface the needs of current leaders as they take on the role of “leadership developers.”

Action:
To address these questions, our team conducted in-depth qualitative analysis of 18 behavioral interviews with ECE leaders from diverse backgrounds. I used thematic coding methods to extract patterns and insights related to leadership development, systemic barriers, and equity considerations. I collaborated with a cross-functional team— including academic researchers, sector practitioners, and equity consultants — to synthesize findings and co-develop actionable recommendations aimed at transforming leadership pathways in the sector.

Result/Learning:
Our findings illuminated the nuanced challenges and opportunities present in leadership development across racial and ethnic lines in the ECE sector. We generated equity-centered recommendations to improve leadership pipeline structures, enhance support systems for underrepresented leaders, and inform sector-wide strategies for inclusive leadership development. This experience deepened my understanding of systems change, sharpened my qualitative research skills, and reinforced my commitment to embedding equity in education leadership design.