@article{butcher_rangel_jackson_2024, title={A Descriptive Study of Principal Candidates' Equity-Oriented Work in Their Internships in One Preparation Program in Texas}, ISSN={["1942-7751"]}, DOI={10.1177/19427751241245983}, abstractNote={We examined the equity-oriented leadership experiences of 23 principal interns in one principal preparation program in Texas. Our analysis of interview and internship log data revealed that the principal interns engaged in a range of equity-related work, and they led more of that work than expected. However, their leadership work was concentrated in access and achievement, to the exclusion of power and identity. We offer a window into what principal candidates are—and are not—learning through their internships. We also identify opportunities for future research and how preparation programs and districts can facilitate more equity-oriented work among interns.}, journal={JOURNAL OF RESEARCH ON LEADERSHIP EDUCATION}, author={Butcher, Keith A. and Rangel, Virginia Snodgrass and Jackson, Mario}, year={2024}, month={Apr} } @article{jackson_osworth_knight_smith_2024, title={Conceptualizing District COVID-19 Response as a Portal for Increasing Equitable Access}, volume={5}, ISSN={["1744-5043"]}, url={http://dx.doi.org/10.1080/15700763.2024.2347914}, DOI={10.1080/15700763.2024.2347914}, abstractNote={During the pandemic, principals played crucial roles in responding to the exacerbated inequities that accompanied new modes of learning. Much less understood and explored is the role played by school districts in supporting these responses. This study seeks to understand how districts responded to the pandemic, and the potential of these responses to promote equitable access for marginalized students. We analyzed data from three different American School District Panel COVID-19 surveys administered to school districts in 2021 to provide answers to these questions. We report our findings across three themes: ensuring equitable access through direct services, making changes to curriculum and instructional practices, and expanding schools' capacity to address equity. We conclude with the implications for the role of school districts in supporting principals' capacity to advance equity-oriented leadership practices, leadership preparation, and future research.}, journal={LEADERSHIP AND POLICY IN SCHOOLS}, author={Jackson, Mario and Osworth, David and Knight, David and Smith, Claudia Saavedra}, year={2024}, month={May} } @article{uzzell_ayscue_fusarelli_jackson_2024, title={“Fighting an Uphill Battle”: The Pursuit of Equity Through the Every Student Succeeds Act in North Carolina}, volume={9}, ISSN={0013-161X 1552-3519}, url={http://dx.doi.org/10.1177/0013161X241281372}, DOI={10.1177/0013161X241281372}, abstractNote={Purpose: The Every Student Succeeds Act (ESSA) reduced the role of the federal government in K-12 education, giving states more flexibility while maintaining protections for marginalized groups. Despite the potential to leverage flexibility, little is known about how states are addressing equity. Research Methods: Using a critical policy analysis (CPA) approach, this qualitative case study uses semi-structured interviews and document analysis to examine the design and implementation of equity efforts by the state education agency (SEA) in North Carolina. Findings: SEA officials describe writing the state ESSA plan as an exercise in compliance and believe the plan could have gone further in pushing equitable solutions. Competing priorities within the SEA, including the struggle to fulfill its dual roles as service provider and regulatory agency, complicated ESSA implementation, as did state-level political maneuvers. A significant, unexpected finding is that participants were much more comfortable discussing the needs of economically disadvantaged students than students of color, and often avoided mentioning race specifically. Additionally, although the pandemic caused major disruptions to schooling, SEA officials identified “keeps” that were begun as a pandemic response and may continue as the SEA pushes equitable solutions for traditionally underserved students. Implications for Research and Practice: This study suggests that competing initiatives, staff turnover, and political ideology may limit the SEA's capacity to address power and resource imbalances and hinder efforts to promote greater equity in the educational system. Moreover, the SEA's focus shifted to ESSER funding during the COVID-19 pandemic.}, journal={Educational Administration Quarterly}, publisher={SAGE Publications}, author={Uzzell, Elizabeth M. and Ayscue, Jennifer B. and Fusarelli, Lance D. and Jackson, Mario M.}, year={2024}, month={Sep} } @article{jackson_jackman-ryan_matthews_cadilla_2023, title={Homophobia in Higher Education: Untold Stories From Black Gay Men in Jamaican Universities}, ISSN={["1938-8934"]}, DOI={10.1037/dhe0000470}, journal={JOURNAL OF DIVERSITY IN HIGHER EDUCATION}, author={Jackson, Mario and Jackman-Ryan, Stella and Matthews, Gage and Cadilla, Victor}, year={2023}, month={Jan} } @misc{jackson_2023, title={What principals need to know to respond to a crisis}, volume={104}, ISSN={["1940-6487"]}, DOI={10.1177/00317217231156245}, abstractNote={ Principals face unexpected crises, big and small, regularly. Yet, as the COVID-19 pandemic illustrated, they aren’t always prepared for them when they come. Mario Jackson describes some of the challenges principals faced during the pandemic and the specific attributes that helped them manage. Specifically, equity-oriented leadership, crisis communication, and emotional intelligence skills were crucial to leaders during the pandemic. These skills can be beneficial in a variety of crises, and Jackson suggests that principal preparation programs help leaders grow in these areas. }, number={5}, journal={PHI DELTA KAPPAN}, author={Jackson, Mario}, year={2023}, month={Feb}, pages={66–67} }