A Phenomenological Study of Leadership Efficacy and the Enactment of Culturally Responsive Pedagogy in My Brother’s Keeper (MBK) and My Sister’s Keeper (MSK) Programs in Urban Schools

The purpose of this study was to gain an understanding of the lived experiences of educational leaders while implementing and embodying culturally responsive school leadership (CRSL) and culturally responsive pedagogy (CRP) in their quest to ensure success for Black and Brown students attending urban school districts throughout the United States. Ongoing inequities in urban education continue to shape the academic and social outcomes of Black and Brown students, despite long-standing efforts to reform. Leadership and educators play a critical role in either reinforcing or disrupting these inequities, especially within programs designed to support historically marginalized youth. Guided by frameworks of leadership efficacy, culturally responsive pedagogy (CRP), and culturally responsive school leadership (CRSL), the study highlights the lived experiences of superintendents, principals, assistant principals, and educators directly involved in MBK and MSK programs. Educators' insights allowed a richer interpretation of how leadership efficacy unfolds within their practices. Data were collected through semi-structured interviews, which allowed participants to reflect on their leadership practices, decision-making processes, and interactions with students and staff. Findings revealed how leadership efficacy influences the extent to which culturally responsive practices are embedded in school culture and climate, professional learning, and equitable resource allocation. Participants described leadership actions that supported student belonging, affirmed cultural identity, and fostered mentorship as central to the success of MBK and MSK programs. The findings from this study suggest that MBK and MSK programs succeed and endure not just through program design, but through leaders’ ability to authentically honor culture, challenge systemic inequities, and cultivate environments that promote equitable learning for Black and Brown students in urban schools.