Abstract
Whilst school principals and educational leaders are increasingly constrained by standardized assessment results and student achievement, persistent achievement gaps continue to separate poor and historically underserved students from their wealthier mainstream peers in the United States (US) and similar countries. Unprecedented levels of cultural, linguistic, ethnic, racial, and gender school diversity underscore these phenomena. As a result, leadership for 'school improvement' has become the norm and as evidenced by chronic academic disparities, ineffective. This review article considers culturally sustaining leadership as an innovative practice to promote and advance equity in schools.