Racism has always been a factor in U.S. education, whether it be anti-literacy laws aimed at enslaved Africans (Mitchell 2008), segregated schools in the south during the era of Jim Crow (Ladson-Billings, 2004), or funding disparities in the northern United States between schools serving majority white students versus those serving predominantly minoritized students (Kozol, 1991). Principals are charged with understanding, handling, and combating the various forms of racial inequities in schools. As racism in all its forms continues to exist in schools, principals are in a prime position to mitigate its negative impacts (Flores & Kyere, 2021; Leithwood & Jantzi,1990; Lac & Baxley, 2019; Solomon, 2002). Using a multi-case study approach to highlight how three white women principals conceptualize and address racism, this study asks the following questions: (1) What approaches do three white women principals in three midwestern elementary schools use to foster racial equity in their schools? (2) What challenges do these principals experience when addressing racial inequities? and (3) How do these principals respond to the challenges they experience when addressing racial inequities? By amplifying and centering the tensions experienced by white women principals when they attempt to enact racial equity practices, this study takes an in-depth look at how principals' racialized and gendered identities and interactions influence principals' practices in managing district organizational expectations for racial equity. Findings from this study show that principals experience a myriad of internal and external tensions within their racial equity practice and turn to a combination of systemic and isolated practices to have a schoolwide or individual student or teacher impact. When taken all together, this study illuminates the relationship between racial and gender identity, racialized and gendered interactions, and the principal role, and reveals the continued need to examine principals' practices, district policy and support, and educational research that strengthen the research and practice of racial equity leadership. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]