Current literature on public school superintendents of color emphasize how these leaders leverage personal characteristics of resiliency, networking, and a commitment to equity to overcome obstacles to entry and retention in the superintendency. However, this literature fails to address with detail the nature of the resistance these administrators face from across the range of educational stakeholders and how the administrators specifically respond to such countervailing pressures within organizational contexts specific to their social justice efforts. Research questions of this study included: (1) What strategies do superintendents of color use to enact social justice?; (2) What resistances are they facing as they enact social justice?; (3) How do they address these resistances?; and (4) What role does the superintendents' race play in the resistances they face and how they respond to the resistances? This qualitative study is conceptually framed within a feminist poststructural perspective of social justice leadership as resistance. Data collection included interviews of six superintendents of color, school and district administrators, and school board members in districts that have significantly raised the achievement of marginalized students in integrated settings. The superintendents of color engaged stakeholders with inequities in their districts and created more equitable educational institutions by building individual educator capacity for change through reflective practice and prescribing inclusive pedagogy relevant to all students. These leaders faced resistance to their efforts from multiple sources, yet were steadfast to their visions of equity and excellence. Findings contribute to the knowledge base of district-level administration reform efforts for social justice and to the preparation and support of administrators of color in a profession in which they remain a disproportionate minority. [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/en-US/products/dissertations/individuals.shtml.]