Testimonios of Latin@ Leaders in Large Urban School Systems: Educación, Lenguaje, y Cultura
Faculty Advisor
Magaly Lavadenz, Ph.D.
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Abstract
Across the nation, Latina/o educational leaders who serve large urban school systems face the realities of educating historically marginalized Latinx student populations, many of whom represent a diverse group of English Learners (ELs). This study is an exploratory, qualitative, multiple case study, testimonio methodology to document the experiences of seven Latina/o leaders across the nation to arrive at new understandings of their practices. The review of the literature focused on the sociopolitical history of Latina/o education, linguistic hegemony in schooling, and theories of leaders of color were used to develop cross-testimonio analysis revealed 5 themes: personal moral compass; relating to students and families; systemic inequities are revealed; bilingual/bicultural connections; and proving the right to lead. Research in Latino educational leadership is still emerging and greater importance is given to school leadership as second to teaching in making an impact on student outcomes. Additional implications include: enhance leadership preparation and professional learning programs to include understanding the impact of sociopolitical context on education leaders for Latinx and EL students; focused attention on education policies regarding teacher and leaders’ professional development to dismantle linguistic hegemony, and explore deeper understanding of the contributions by bilingual Latina/o leaders to the field of education including the creation of a Leadership Framework for Latino leaders.
Publication Date
5-3-2021
Disciplines
Education
Recommended Citation
Maldonado, Hilda, "Testimonios of Latin@ Leaders in Large Urban School Systems: Educación, Lenguaje, y Cultura" (2021). May 3, 2021 - 2021 Doctoral Research. 8.
https://digitalcommons.lmu.edu/may32021doctoralresearchsymposium/8
