PK-12 Equity Director Role Stress Within the Equity Collaboration Configuration: An Organizational Autoethnography

Abstract

PK-12 Equity Directors (EDs) are tasked with addressing systemic inequities. The scope of their responsibilities is influenced by role configuration or placement within the organizational structure and the authority they are granted. Limited research has explored how role stress stemming from ambiguous or conflicting directives linked to role configuration affects EDs’ capacity to address systemic inequities. This organizational autoethnographic study examines how role stress because of my role configuration influenced my ability to address systemic inequities over 26 months, using reflective journal entries triangulated with artifacts and documents. The findings demonstrate that I experienced role ambiguity as my position had substantive unstructured time that sometimes made me feel I was not contributing to district goals of addressing systemic inequities. However, after recognizing my authority in different ways, this unstructured time allowed me to pursue projects aligned with my expertise and interests. I also encountered role conflict when leading employee teams who volunteered outside their contracted hours. The voluntary nature of their involvement limited consistent collaboration and forced me to be strategic about employee involvement in equity initiatives. The implications of this study suggest that supervisors should carefully balance EDs’ autonomy with structured support to foster sustainable equity efforts. Furthermore, district leaders must align volunteer committee members’ time commitments and expectations with the scope and demands of equity initiatives to ensure effective collaboration.