Abstract
This comparative case study explored the use of transformative leadership practices by three district-level leaders to establish Ethnic Studies programs in Northern California. Following the 2010 ban on Ethnic Studies in Tucson, Arizona, grassroots communities in California demanded Ethnic Studies education in K-12 schools. As a result, ten states, including California, passed policies supporting Ethnic Studies. However, scholars are concerned that the institutionalization of Ethnic Studies will compromise its foundational disciplines and themes. The study used theoretical frameworks, including Transformative Leadership Theory and Critical Race Theory, particularly the tenets of whiteness as property, interest convergence, and counter-storytelling. The findings in this study resulted from an in-depth data analysis of three data collections, including interviews with participants, interviews with community members, and video footage from board meetings. The research identified four themes: (a) seek knowledge, (b) build community support, (c) prepare for pushback, and (d) support teachers. The research findings highlight the value of the participants' transformative leadership practices in establishing successful Ethnic Studies programs, offering guidance for other leaders navigating the implementation process. Thus, the themes and sub-themes serve as a toolkit for district leaders and administrators.