Abstract
This qualitative document analysis examined how five school districts in a major metropolitan area in the Midwest conceptualize and operationalize equity in their strategic planning documents, and the extent to which their stated intentions align with measurable outcomes. Grounded in Critical Race Theory, particularly the concepts of racism's permanence and interest convergence, the study analyzed 67 documents, including strategic plans, board materials, achievement data, and policy documents collected between May and June 2025. Through systematic three-phase coding informed by critical discourse analysis, four distinct equity approach typologies emerged: Transformative Anti-Racist, Liberal Excellence, Individual Achievement, and Resource Equity. Findings reveal that all districts, regardless of typology, employed interest convergence, whether knowingly or unknowingly, to advance equity initiatives in ways that served multiple stakeholder interests while producing performative rather than transformative outcomes. Despite varied approaches and explicit equity commitments, persistent achievement gaps across racial groups remained in all five districts. The study demonstrates that resource abundance does not predict equity advancement; rather, explicit theoretical frameworks, authentic community partnerships, and acknowledgment of racism's permanence distinguish districts achieving stronger alignment between stated intentions and implementation processes. However, outcome transformation remained limited across all approaches, suggesting systemic constraints beyond individual district control or an abolishment of current systems. The research contributes a Transformative Equity-Based Strategic Planning Framework for districts seeking to move beyond performative equity work toward authentic institutional transformation within existing structural limitations.
Advisor
Melissa Krull
Committee Member
Joel Leer
Committee Member
Noah Simms
Date of Degree
2025
Language
english
Document Type
Dissertation
Degree
Doctor of Education (EdD)
Program of Study
Educational Leadership
Department
Educational Leadership
College
Education
Recommended Citation
Fraser, J. T. (2025). Conceptualizing and operationalizing equity in school district strategic planning: From paper to practice to performance [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1574/
Rights Statement
