Latino Educational Leadership Across the Pipeline

Abstract

Educational leaders have challenges providing rich and equitable education for the Latino community, the fastest growing underserved demographic in the United States. Although the field of educational leadership draws connections to serve diverse populations, this work uses existing research and theory to establish the concept of Latino Educational Leadership. As a concept focused on serving Latino communities and the preparation of Latina/o leaders throughout the P-20 pipeline, the implication is to enhance research, policy, and practice for Latino communities.

Lived experience, power that a degree cannot give you: a phenomenological study of one Hispanic woman leader in academia

“…Higher education must meet the needs of Hispanic students and leaders. By elevating Hispanic women in leadership positions, even without degrees, institutions of higher education are demonstrating a commitment to Hispanic student support, development, diversity, and culture (Rodríguez et al, 2016). Part of addressing inequities and inequalities among underserved populations in the US is understanding that a degree does not mean someone is capable or qualified to lead (Carnes and Lupu, 2015).…”

“…Some have described racism in US higher education as a wolf in sheep's clothing (de la Luz Reyes and Halcón, 2011). Other research studies have found that the value and reward systems of Hispanic leaders in higher education and institutions are in conflict; values of community, culture, and family are often replaced by white-dominant cultural norms and values (Rodríguez et al, 2016).…”

Equity‐driven and social justice‐oriented leadership in community colleges

“…We recognize the urgent need to create this space for scholars and practitioners to define these terms within their own community college context. Our approach to developing this volume is to center asset‐based/anti‐deficit scholarship that has been applied to educational settings (Harper, 2010; Rodríguez et al., 2018; Santamaría & Santamaría, 2012; Valencia, 2010). Namely, we promote scholarship that puts the onus on dismantling interlocking systems of oppression (e.g., White supremacy, sexism, heterosexism) and uses critical and emancipatory frameworks including but not limited to transformative leadership, applied critical leadership, critical race theory (CRT), and anti‐racist educational leadership (e.g., Kezar et al., 2006; Santamaría & Santamaría, 2012).…”

Re-engaging latinx English learners in middle school: an action research study

“…School structures are heavily influenced by federal and state education regulations, but in order for policies and regulations to be seen through they need cooperation and collaboration at every level within the public education hierarchy (Fowler, 2013;Meier et al, 2005;Ospina & Foldy, 2009;Rodríguez et al, 2016;Sampson, 2019;Walsh, 2012). Historically, there has been significant opposition to changes to the education system or school structures, especially by those who do not believe the system is in that much need of repair (Walsh, 2012).…”