The Research Gap: Social Justice Leadership in Suburban Schools

Social justice leadership that attends not only to equity for marginalized students but also to critical consciousness for all students has been largely ignored in empirical research of suburban schools. The purpose of this paper is to review the literature regarding transformative social justice leadership and assert the need for further studies, specifically as this leadership relates to developing critical consciousness in suburban schools and students there who belong to majority groups. This highlights the relevance of transformative social justice leadership and critical consciousness beyond urban schools to also include implications for the understudied demographic of suburban schools.