Good intentions are not enough—create a bold new leadership paradigm to achieve equity in opportunities and outcomes!

If you're serious about providing a level playing field for all, it is time to do more than identify and lament the reasons for educational disparities and why they persist. John Robert Browne II shows how Culturally Courageous Leadership by all school community stakeholders can help you achieve equitable learning opportunities and outcomes for all students. This practical guide:

Shows how to develop realistic, data-based plans for putting equity initiatives into action; Helps district and school administrators work with teacher, parent, student, and community leaders to advance equity and excellence; Provides concrete examples of what it takes to empower staff and stakeholders through collaborative leadership; Offers tips on how to navigate the politics when addressing the interface between identity, race, culture, poverty, primary language, and achievement

School-based examples, role-play activities, profiles of educators exemplifying leadership for equity, “make it personal” questions, facilitator notes, and diagnostic assessments are provided so you can engage your entire school or district community in equity transformation. If you are ready to take on the challenge of becoming an “equity warrior,” then Walking the Equity Talk will show you the path forward.



Relationships, rigor, and relevance may help to eliminate barriers to educational equity that are not easily overcome.

Some or all of the institutional biases discussed in Chapter 5 were manifested in 10 barriers to high levels of achievement by historically underserved students in a sample of low-performing schools where I served as an external evaluator. The vignette below provides the reader with a preview of how some of the biases and barriers converge in a specific educational setting.

KWL Exercise

  • Describe how institutional biases in your school district or school setting become actual barriers to achievement at high levels by your historically underserved students.
  • What do you want to know about how to respond to what teachers think are the barriers to achievement at high levels ...
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