Summary

Schools have traditionally been viewed as socializing institutions, and expectations encountered across the educational profession have typically brought administrators to the forefront of the most complex cultural issues experienced across the nation. While growing social instability abounds and fuels an expansion of targets for widespread intolerance, it is increasingly evident in 2020 that the footings upon which racial tolerance was seemingly being built were likely never as solid as was once thought throughout the United States. Contemporary school leaders are expected to face increasingly complex challenges every day. These demands draw them further into a conflict-ridden reality where they are called upon to broaden their cultural awareness and increase their direct connection to the communities they serve. In light of these developments and especially factoring in the escalating intrusions from social media, it is clear that practices once employed to introduce and instill racial understanding within school administrator candidates are in need of updating. If these efforts are going to be successful in effectively supporting equitable leadership in our schools, this updating needs to be geared toward reinforcing and even expanding insights and abilities well beyond the traditional introductory considerations that have been advanced by training models to this point.