How and when are current and aspiring school leaders provided with opportunities to engage in sense making and reflection as it relates to race, oppression, and equal access to a quality education for all students while simultaneously making sense of the implications of their roles as school leaders in negotiating the sociopolitical and sociocultural challenges present in their schools?  Given the diversity of the student population in the state of Texas and the importance that has been assigned to social justice leadership for diverse student populations, this research sought to explore the readiness of recent graduates of a Principal Preparation Program in Texas to engage in bold social justice leadership required of 21st Century school leaders. 

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