Color-brave leaders, argues Mellody Hobson (2014), willingly engage in authentic and proactive conversations about race. One longtime NJNS superintendent has adopted a “color-brave” approach to leadership within the district. The leader chose to be quoted anonymously in this book, to protect the ongoing work in their district addressing racial inequities in access to Advanced Placement (AP) coursework.

What I am trying to message to my community is this: Don’t tell me that because the majority of poor kids are kids of color, that they can’t do well. I recently shared data around AP math and science courses with my board and leadership team. I was shocked to find that not a single Hispanic kid was taking an AP math class. That was a real wake-up call for our administrative team and gatekeepers.

In our work going forward, we are developing a Disproportionality Task Force looking at institutional barriers to diversity in AP. We are offering the PSAT during the school day, and we are using that to identify students with AP potential. We are brainstorming different ideas, some of which are very expensive. But at least we are talking about it, and the sky hasn’t fall down. I am pleased to say, we have a few Hispanic kids taking AP math next year.

Addressing racial equity is always on my mind. The last thing that I want to do is to acquiesce on race. The network is helpful, knowing that there is a team behind me. Even if I’m standing alone shouting this at the rooftops, there are people standing on other rooftops that I meet with every month. Yeah, my voice is getting a little worn on this, but it’s the right work.

–Anonymous

“Standing Alone, Shouting This at the Rooftops”