Culturally responsive school leadership (CRSL) is essential to research regarding culturally responsive pedagogy, reform, and social justice education. This comprehensive study sought to provide a responsive framework to meet the needs of diverse students in a holistic approach not limited to culturally sustaining pedagogy. This study included the clarifying strands of CRSL: critical self-awareness, teacher preparation, school environments, and community advocacy. Behaviors associated with CRSL emphasize fairness, inclusivity, representation, and social justice in public educational settings. This analysis revealed historically marginalized students' and communities' rich narratives of agency, appropriation, and resistance to oppression; nevertheless, CRSL also recognizes the history of injustices marginalized populations have faced and the need for schools to resist continuing the contexts of oppression. Because young scholars in marginalized communities endure oppressive structures, including educational institutions, culturally responsive school leaders have an ethical responsibility to counter this oppression. This research drew upon current research on leadership, social justice, culturally responsive schooling, and historically marginalized communities. This study reflects leadership's continued promise and implications for community-based schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]