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Minoritized students in public schools in Texas and across the nation continue to underachieve academically compared to their white peers. Despite similar academic achievement and socioeconomic backgrounds, minoritized students are often perceived more negatively by a predominantly white teacher workforce. The idea of cultural dissonance or mismatch between teachers and their students has led to the development of pedagogical frameworks such as culturally responsive teaching (CRT) that seek to bridge this cultural gap. This embedded multiple case study examined the perceptions, lived experiences, and level of preparedness of four school principals and one assistant superintendent in a white-majority school district with rapidly changing demographics. My findings support previous studies that show the limited resources and continued failure of universities and school systems in building educator capacity in culturally responsive school leadership CRSL. Furthermore, culturally responsive and visionary leaders may be more critical than previously thought due to school systems imbued with the dominant white culture and its deeply ingrained stereotypical views towards minoritized individuals. Despite these findings, my study also provides compelling evidence that meaningful relationships and diverse experiences alone can play an important role in fomenting and enhancing individuals' cultural proficiency, regardless of their racial/ethnic background. Finally, the implications of these findings are discussed in detail, followed by recommendations.

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The aim of this thesis is two-fold. Firstly, the aim is to analyze the three aspects institutional racism, double-consciousness and importance of minoritized voices in Angie Thomas’ novel The Hate U Give in connection to the thesis’ theoretical framework, Critical Race Theory. Secondly, the aim is also to argue for the inclusion of The Hate U Give in the Swedish EFL classroom, by investigating potential pedagogical implications in connection to the literary analysis and the thesis’ pedagogical framework, Critical Race Pedagogy. Potentially as a way of hoping for social justice and change for a minoritized group of people, the literary analysis of the three aspects demonstrates that Thomas depicts racial inequality as natural and fixed within many layers of American society such as economic opportunities, law enforcement, education, identities and which voices are heard vs. ignored. Therefore, this thesis argues that Thomas’ counter narrative The Hate U Give, with its portrayal of the racially inequal American society and the effects on the African American characters, could serve as a point of departure for discussions of institutional racism, double-consciousness and the importance of minoritized voices in the Swedish EFL classroom, to raise awareness of the situation for a minoritized group of people in America and connect it to the students’ own experiences and knowledge of these aspects.