There is a predominance of White school administrators in New Jersey’s school systems. The New Jersey Department of Education (2020) reported that in the 2019–2020 academic year, 76.6% of administrators are White and 14.6% are Black. In light of these statistics, it is clear that school leadership positions are overwhelmingly occupied by individuals of White descent. A further report by the National Center for Education Statistics (NCES, 2022a) revealed that 84% of American teachers are White. The percentage of White teachers has increased by 5% from the previous report in 2018, when 79% were reported as such. The disproportionate number of White professionals in the field of education is evident.

In order to create a school environment that functions equitably for everyone, White administrators must understand the privileges associated with White identity, and most importantly, recognize the implications of that identity on non-White students. This concept is difficult for White administrators to conceptualize, and even when they do recognize its existence, they are not sufficiently prepared to address it. To address the inequity in schools, administrations must possess the skills to identify and correct the oppression of students of color that currently prevails in school systems. The purpose of this study was to examine how racial identity training impacts the perception of White administrators regarding their ability to create an equitable and inclusive school environment, as well as their leadership and ability to relate to students of color. It is imperative that White administrators have a comprehensive understanding of their White identity. This will enable them to fully appreciate the struggles that non-White students are often confronted with on a daily basis. Having a deeper understanding of race relations and how they fit into school communities will enable them to create a more equitable and inclusive environment for all students (Scott & Robinson, 2001).