We are excited to share Salisbury’s work recently published in Leadership and Policy in Schools. Salisbury’s research presents a counterstory to traditional views of leadership by demonstrating how two groups of youth of color drew on their community cultural wealth (familial, navigational, resistant social, aspirational and linguistic capitals) to engage in transformative school and district improvement. Salisbury’s work demonstrates how youth of color were able to identify different causes of inequity, work from the margins, and shift the locus of power to offer new insights into equitable school leadership. View the full article here.