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Peer Equity Coaching: Socially Just, Transformative Adult Learning

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Handbook of Social Justice Interventions in Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

Race, culture, status, and power influence many daily interactions in schools. Research suggests that these may contribute to a relationship gap between students of color and teachers that has a subsequent influence on students’ learning. This is, in part, due to limited acknowledgment of implicit bias, discomfort/avoidance, or systemic racism. This qualitative case study examines one effort to moderate these effects, a peer equity coaching initiative that sought to increase teachers’ racial consciousness and cultural responsiveness. In particular, this study examined whether (1) equity coaching led to transformative learning that supported cultural responsiveness on the part of adults; (2) leadership behaviors and actions contributed to its success; and (3) collective organizational learning or systemic change emerged. Data were gathered in conversational interviews with teachers, peer equity coaches, school administrators, and district administrators. The study found that significant transformative learning for individuals and for the organization occurred through peer equity coaching, that support for teachers of color increased as a result of organizational learning, and that culturally responsive administrative leadership substantially increased teacher involvement and development of cultural responsiveness.

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Author information

Authors and Affiliations

  1. Interventions and Explorations in Leadership, Minneapolis, MN, USA

    Mary A. Bussman

  2. Department of Organizational Leadership, Policy, and Development, University of Minnesota, Minneapolis, MN, USA

    Karen Seashore Louis

Authors
  1. Mary A. Bussman
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  2. Karen Seashore Louis
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Correspondence to Mary A. Bussman .

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Editors and Affiliations

  1. Blacksburg, VA, USA

    Carol A. Mullen

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Bussman, M.A., Louis, K.S. (2020). Peer Equity Coaching: Socially Just, Transformative Adult Learning. In: Mullen, C.A. (eds) Handbook of Social Justice Interventions in Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-29553-0_77-1

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  • DOI: https://doi.org/10.1007/978-3-030-29553-0_77-1

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  • Print ISBN: 978-3-030-29553-0

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