Tiptoeing Around the Elephant in the Room: Discreet Activism for Social Justice in Conservative School Communities Following the 2016 Presidential Election

Abstract

This paper considers how local sociopolitical contexts impacted social justice leadership in politically conservative school communities following the 2016 presidential election. Drawing from qualitative data collected from December 2016 to May 2017, we analyze how four school-based leaders navigated tenuous political climates in their school communities, including the reactions of students, staff, and administrators following the election of Donald Trump. Findings revealed that the election’s impact on school climate became the “elephant in the room,” as school and district administrators often avoided addressing racism, xenophobia, and homophobia that erupted in schools following the election. Administrative avoidance only exacerbated pain and fear experienced by Latinx, Muslim, immigrant, and LGBTQ students in their schools. Teachers and staff members often felt alone in their support of these students, fearful of administrative and community backlash if they discussed the election with students or spoke out against incidents of homophobia or xenophobia. Despite this, teacher-led and school committee initiatives sprung up as a form of “discreet activism” ( Ryan & Tuters, 2017 ) to support marginalized students and advance equity in schools. This study raises questions for the study, practice, and preparation of social justice leadership in schools, including the limits of discreet activism when injustices are overt in local schools, communities, and in the broader US sociopolitical context.