Hispanic Women Leaders in K-12 Public Education PDF Download
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Author: Cora Torres Falk
Publisher:
ISBN:
Category : Hispanic American school principals
Languages : en
Pages : 103
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Book Description
Author: Cora Torres Falk
Publisher:
ISBN:
Category : Hispanic American school principals
Languages : en
Pages : 103
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Book Description
Author: Melissa A Martinez
Publisher: IAP
ISBN: 1648023592
Category : Education
Languages : en
Pages : 225
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Book Description
As the first scholarly book of its kind, this edited volume brings together educational leadership scholars and practitioners from across the country whose research focuses on the unique contributions and struggles that Latinas across the diaspora face while leading in schools and districts. The limited though growing scholarship on Latina administrators indicates their assets, particularly those rooted in their sociocultural, linguistic, and racial/ethnic backgrounds, their cultura, are undervalued in research and practice (Hernandez & Murakami, 2016; Martinez, Rivera, & Marquez, 2019; Mendez-Morse, 2000; Mendez-Morse, Murakami, Byrne-Jimenez, & Hernandez, 2015). At the same time, Latina administrators have reported challenges related to: isolation (Hernandez & Murakami, 2016), a lack of mentoring (Mendez-Morse, 2004), resistance from those who expect a more linear, hierarchical form of leadership (Gonzales, Ulloa, & Munoz, 2016), balancing varying professional and personal roles and aspirations (Murakami-Ramalho, 2008), as well as racism, sexism, and ageism (Bagula, 2016; Martinez, Marquez, Cantu, & Rocha, 2016). The impetus for this book is to acknowledge, explore, theorize, and expand our understanding of how Latinas’ success as school and district leaders is informed by such gifts, including their prioritizing of familia and communidad, relationship building, reciprocity, and advocacy, in the face of such challenges. Thus, this volume covers four topical areas: 1) Testimonies and reflections from the field/Testimonios y reflexiones del campo, 2) Leading in relationship, comadrismo, with and for community/Liderazgo en relación, comadrismo, con y para la omunidad, 3) School community leaders(hip)/Lider(azgo) escolar y comunitario 4) Learning from the experiences of others/Aprendiendo de las experiencias de otras.
Author: Cristóbal Rodriguez
Publisher: IAP
ISBN: 1641133570
Category : Education
Languages : en
Pages : 237
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Book Description
Latino Educational Leadership acknowledges the unique preparation and support for both Latinx educational leaders and Latino communities needed throughout the education and policy pipeline. While leadership in communities exists for educational purposes, this effort focuses on the institutional aspect of Latino Educational Leadership across K-12 schools and university settings. The purpose of this book is to create a greater collaborative focus on Latino Educational Leadership by inviting scholarly contributions and insights from both established and up-and-coming scholars. Latino Educational Leadership also advocates for the preparation of all leaders as well as the preparation of Latinx educational leaders, to serve Latino communities. Our impetus on Latino Educational Leadership primarily stems from the changing demographics of our country. As of Fall 2017, Latinx student enrollment in K-12 schools reached an all-time high, with Latinxs comprising 26.8% of the nation’s public school enrollment. Postsecondary level Latinx student enrollment has also improved; rising from 25% in 2005 to 37% in 2015. Given this growth, particularly at the K-12 level, there has been an increasing urgency to prepare and support more Latinx educational leaders. Their rich cultural and linguistic connections to communities help them more readily understand and meet the needs of Latino students and families. Aside from enrollment growth, Latinxs have made record strides in postsecondary attainment; between 2003-04 and 2013-14, bachelor's degrees more than doubled from 94,644 to 202,412, master's degrees conferred rose from 29,806 to 55,965, and doctoral degrees rose from 5, 795 to 10,665. Despite such promising gains, concern has not waned over how to best address the challenges this diverse student population continues to face in accessing, persisting, and matriculating across the P-20 Pipeline. There is still work to be done, as only 11% of all bachelor’s degrees, 9% of all master’s degrees, and 7% of all doctoral degrees were awarded to Latinxs in 2013-14. In particular, there is increasing urgency to address how higher education institutions can better prepare, develop, and retain Latinx leaders and scholars, who will serve and meet the needs of Latinx college students to ensure their academic success. Thus, the purpose of this book is to advance the knowledge related to serving Latino communities and preparing Latinx leaders.
Author: Frank Hernandez
Publisher: IAP
ISBN: 1681234513
Category : Education
Languages : en
Pages : 161
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Book Description
This volume focuses on the important relationship between racial and ethnic identity and requirements for Latino/a educational leaders today. As the racial and ethnic diversity of communities continues to rise, there is an increasing need for the diversification of school leaders who can improve student success, retention, engagement, and successful academic achievement. This entails a deeper understanding about the role/definitions of leadership among communities of color, leadership succession, the importance of gender/ethnic differences, as well as methods for recruitment, retention and development of school administrators and other school leaders of color in education. Latina/o school leaders, their personal histories, leadership challenges related to gender and race, contributions, roles, responsibilities, and career aspirations, both personal and organizational, are undocumented in the school leadership research. A study of Latina/o leaders that examines leadership experiences, the relationship between leadership and identity, and career aspiration offers important dimensions for the field of educational leadership. For these reasons, examining Latina/os and school leadership is both timely and relevant to our K-12 schools, educational leadership programs, and changing demographics. The secondary purpose of this publication is to enrich the preparation of school administrators of color, as to the skills and knowledge necessary to serve the needs of students in contemporary times.
Author: Laura Gonzales
Publisher: Syracuse University Press
ISBN: 0815655312
Category : Education
Languages : en
Pages : 315
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Book Description
Latina Leadership focuses on the narratives, scholarly lives, pedagogies, and educational activism of established and emerging Latina leaders in K-16 educational environments. As the first edited collection foregrounding the voices of Latina educators who talk back to, with, and for themselves and the student communities with whom they work, this volume highlights the ways in which these leaders shape educational practices. Contributors illustrate, through their grounded stories, how they navigate institutionalized oppression while sustaining themselves and their communities both in and outside of the academy. The collection also outlines the many identities embedded within the term “Latina,” showcasing how Latina scholars grapple with various experiences while seeking to remain accountable to each other and to their families and communities. This book serves as a model and a source of support for emerging Latina leaders who can learn from the stories shared in this volume.
Author: Casie J. Dimsey
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 0
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Book Description
"Even with women outnumbering men in obtaining graduate and professional degrees in educational leadership, the representation between women and men in higher level positions such as principalships, district office executives, and superintendencies remains incongruent. Consequently, this incongruency is further exacerbated when we look beyond women as a monolith and see that women of color, and more specifically Latina women are significantly underrepresented in comparison to their counterparts and the population that they represent. Through using a qualitative phenomenological approach, the researcher explored intersectional factors in relation to the participants multiple identities. Accordingly, the purpose of this study was to provide insight into Latina educational leaders lived experiences in K-12 settings to deepen the understanding between identity, role, and leadership. Participants were established through the researchers' current participation and network with the Association of Latino Administrators and Superintendents (ALAS) and a graduate of the National Principal Leadership Academy (NPLA). Consequently, by centering the lived experiences of Latina women that hold higher level positions such as principals, district office executives, and superintendencies it allowed for a grounded lens in which Latino Critical Race theory (LatCrit), Social Identity theory, Role Incongruity theory, and Psychological Capital (PsyCap) theory explored the relationship between leadership and identity. Findings reflected the cultural and societal impact of Latina educational leaders' underrepresentation in K-12 education and the significance of mentors, networking, leadership development, amplifying voices and positive visibility"--Abstract.
Author: Rosemary Papa
Publisher: Corwin Press
ISBN: 1452222053
Category : Education
Languages : en
Pages : 113
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Book Description
This invaluable resource highlights specific best practices from 13 exemplary schools that yield high achievement for ethnically diverse students.
Author: Regla Isabela Carias-Vazquez
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 0
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Book Description
The amount of research on Latina leaders' educational journey and their work with students of color thus far is drastically limited (Castillo et al., 2021). This shortage is also seen in the number of Latina school and district leaders across New York State. In New York State almost 85% of school building leaders were White, while only about 15% were school leaders of color (NYSED, 2019). As the Hispanic population continues to be the fastest growing population in the United States, the disproportion of Latina leaders becomes even more drastic (Manuel Krogstad, 2020). It is imperative for students of color to have leaders in whom they see themselves, yet the gap in Latina leaders and lack of research on their experiences is still evident (Darling-Hammond, 2010). This study aimed to give voice to the counterstories of Latina leaders on their experiences, beliefs, and work with students of color. The purpose of this phenomenological qualitative study was to explore the professional experiences of current and former K-12 Latina School and District Leaders and how their experiences have influenced their actions and decision-making in working with students of color in public school districts in New York State. A qualitative design was used to elicit deep responses about the experiences of 17 K-12 Latina school and district leaders and how those experiences have influenced their work with students and families of color. The research study answered three main questions that were based on the Feminist Theory (2019), LatCrit Theory (2001), and Fullan's Leadership Framework (2001). Data were collected through interviews with K-12 Latina school and district leaders. The study generated 17 key findings that addressed the study's three research questions. Some of the key findings in this study were that K-12 Latina school and district leaders were inspired by family members, teachers and/or other influential adults at an early age to become educators and to further their educational journey into leadership. It also revealed that participants who self-identified as a person from Latin origin or descent, Latino/a, expressed they experienced self-perceived ethnicity and gender bias along their educational journey that has impacted their leadership journey and work with students of color. The study also revealed that K-12 Latina leaders also advocated for families and students of color in various ways such as creating academic programs, non-academic opportunities, building relationships, and engaging families. Several conclusions were identified from the findings. Some of these conclusions include: Latina K-12 school and district leaders hold beliefs that their childhood experiences were impactful and influential in their journey to become educators and into leadership; Latina K-12 school and district leaders found that informal mentoring was more impactful and sustainable than formal mentoring in their development as leaders; Latina K-12 school and district leaders believe that their self-perceived ethnicity and/or gender bias experiences along their educational journey have impacted their sense of moral purpose, actions and work with students of color. Based on the findings and conclusions, several recommendations were made for policy, practice, and further study. Some of these recommendations include: Latina leaders should create and/or partner with organizations specifically geared towards the development and empowerment of young Latinas; School districts should be proactive in the recruitment efforts of Latina candidates by partnering with organizations; and Organizations should develop and/or redesign mentorship programs towards the outcome of supporting Latina educational leaders.
Author: Margaret Grogan
Publisher: John Wiley & Sons
ISBN: 0470933496
Category : Education
Languages : en
Pages : 144
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Book Description
This groundbreaking book presents a new way of looking at leadership that is anchored in research on women leaders in education. The authors examine how successful women in education lead and offer suggestions and ideas for developing and honing these exemplary leadership practices. Women and Educational Leadership shows how the qualities that characterize women's approaches to leadership differ from traditional approaches?whether the traditional leader is a woman or a man. The authors reveal that women leaders are more collaborative by nature and demonstrate a commitment to social justice. They tend to bring an instructional focus to leadership, include spiritual dimensions in their work, and strive for balance between the personal and professional. This important book offers a new model of leadership that shifts away from the traditional heroic notion of leadership to the collective account of leadership that focuses on leadership for a specific purpose—like social justice. The authors include illustrative examples of leaders who have brought diverse groups to work toward common ground. They also show how leadership is a way to facilitate and support the work of organizational members. The ideas and suggestions presented throughout the book can help the next generation fulfill the promise of a new tradition of leadership. Women and Educational Leadership is part of the Jossey-Bass Leadership Library in Education series.
Author: Daisy Indira Barron
Publisher: Engineering Science Reference
ISBN: 9781799837633
Category : Social Science
Languages : en
Pages : 260
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Book Description
"The purpose of this book is to examine Hispanic women/Latinas' experiences and perceptions about their journey to leadership in higher education, the barriers they encounter, and their access to and acquisition of resources needed for their success"--
