Latina/o school principals: identity, leadership and advocacy

Latina/o School Administrators and the Intersectionality of Professional Identity and Race

“…In studying Latina/o adminstrators in Texas, we found a similar pattern where respondents were divided about their race/ethnicity as benefiting their work. Murakami et al (2016) found similar concerns about those indicating a void between their race/ethnicity background and their position. Respondents in the Texas study were divided in recognizing how their racial/ethnic background been a benefit in their work as administrators.…”

“…However, NLLP survey, unlike the SASS survey, included questions related to gender, race, leadership style, barriers, and successes to effective leadership. Although this study specifically looks at professional identity and the intersectionality of race, the larger survey was divided into three broad categories: school demographics, career path, and leadership identity (Murakami et al, 2016). These three categories were further subdivided into 10 sections: Participants' email addresses were obtained from the state of Texas education records, which tracks school administrators demographic data.…”

“…(c) What types of challenges do Latina/o assistant school administrators face? and (d) What are likely future aspirations of Latina/o assistant school administrators?The initial study evidenced Latinas/o leaders' willingness to serve in highly diverse high-need communities where their impact would be meaningful in promoting student improvement(Murakami, Hernandez, Mendez-Morse, & Byrne-Jimenez, 2016).…”

Principals’ emotional identity – the Swedish case

“…The concept of principals' identity has gained increased attention in educational research in recent decades (e.g. Beatty 2000;Blackmore 2004;Crow and Scribner 2014;Møller 2005;Murakami et al 2016;Ritacco and Boliviar 2019;Tubin 2017). One overall conclusion revealed in the current body of research emphasised by Crow, Day, and Møller (2017) is that the construction of principals' identity is situated in time, space, and place.…”

Latina/o School Principals as Instructional Leaders

“…The structural inequalities and barriers imposed on students of color in our schools, which Ladson-Billings (2013) references, provides the charge for continued exploratory studies and development of constructs for Latino principals to explore their time on task performance and time spent as a possible barrier to support opportunities for equity, student achievement, and social justice frames in schools. Yosso's (2005) cultural wealth model and framework provide the frame to drive this exploratory study and contribute to the work on Latina/o school principals and Latino educational | 17 leadership leaders (Méndez-Morse, Murakami, Byrne-Jiménez, & Hernandez, 2015;Murakami, Hernandez, Méndez-Morse, & Byrne-Jiménez, 2016;Prieto, & Niño, 2016;Rodríguez, Martínez, & Valle, 2015). It is important to continue framing instructional leadership and the work of the principalship through cultural wealth models to provide actionable leadership competencies and constructs that impact students of color in public schools, and bring culturally relevant leadership to impact the persistent achievement gap between White, Black and Latino students.…”