Reframing School Leadership for Equity: Cross-National Insights from Ghana for Underserved U.S. Schools

This article examines culturally responsive leadership in under-resourced U.S. schools through comparative insights from senior high schools in Ghana. Based on qualitative fieldwork in rural Ghana, it applies Fraser’s (2009) theory of justice and Tikly and Barrett’s (2009) enablers model to highlight leadership practices addressing resource constraints, cultural diversity, and injustice. Both contexts show gaps between policy and practice, weak stakeholder engagement, and poor communication. The study argues that Global South leadership models offer valuable lessons for advancing equity. Implications for leadership preparation, policy reform, and transnational learning are discussed.Keywords: Culturally Responsive Leadership, Educational Equity, Comparative Education, School Leadership, Underserved Schools, Ghana–U.S. Education