https://doi.org/10.1177/0013161X18821358 Educational Administration Quarterly 1–31 © The Author(s) 2018 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/0013161X18821358 journals.sagepub.com/home/eaq Article Culturally Relevant Leadership: Advancing Critical Consciousness in American Muslim Students Miriam Ezzani 1 and Melanie Brooks 2 Abstract Purpose: The purpose of this study was to explore how leaders in an Islamic school in the United States engaged in culturally relevant leadership (CRL) within a diverse school community to develop students’ critical social consciousness. Research Design: Data were collected over 4 years at an Islamic K-8 school in the United States and included the following: 12 in-depth semistructured interviews with school and community leaders; 4 phone interviews; 7 focus group interviews with teachers, students, and parents; 5 observations of classroom and school events; and documents from the Islamic center, school, and classrooms. Data specific to the school leaders were analyzed using tenets of CRL. Findings and Conclusions: This article describes how Muslim and non- Muslim leaders in an Islamic school engaged in the tenets of CRL. This study suggests that the tenets of CRL, in this context, were grounded in inter and intrafaith dialogue, cultural syncretism, and a unique focus on the development of an American Muslim identity. 1 University of North Texas, College of Education, Denton, TX, USA 2 Monash University, Melbourne, Victoria, Australia Corresponding Author: Miriam Ezzani, University of North Texas, College of Education, 1155 Union Circle, #310740, Denton, TX 76201, USA. Email: miriam.ezzani@unt.edu 821358EAQ XX X 10.1177/0013161X18821358Educational Administration QuarterlyEzzani and Brooks research-article 2018