Learning from the Experiences and Development of Latina School Leaders

Autor/inn/en	Martinez, Melissa A.; Rivera, Marialena; Marquez, Jocabed
Titel	Learning from the Experiences and Development of Latina School Leaders
Quelle	In: Educational Administration Quarterly, 56 (2020) 3, S.472-498 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martinez, Melissa A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X19866491
Schlagwörter	Hispanic Americans; Women Administrators; Females; Instructional Leadership; Principals; Assistant Principals; Personal Narratives; Administrator Attitudes; Work Experience; Self Concept; Philosophy; Guidelines; Professional Identity; Career Development; Politics of Education; Equal Education; Sex Role; Racial Bias; Gender Bias; Hispanic American Students; Student Needs; Texas; California + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Weibliche Führungskraft; Weibliches Geschlecht; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Erlebniserzählung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Selbstkonzept; Philosophie; Richtlinien; Berufsentwicklung; Educational policy; Bildungspolitik; Geschlechterrolle; Racial discrimination; Rassismus; Geschlechterstereotyp; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Kalifornien
Abstract	Purpose: With the rise of the Latinx student population in the United States and the urgency to meet the needs of this diverse community, there has been an increased concern and interest in preparing more Latinx educators and school leaders. This study contributes to this knowledge base by centering the voices and experiences of four Latina school leaders in the United States. All of the school leaders were current or former school principals and/or assistant principals at the time of the study, with three being from Texas and one from California. Research Approach: Drawing on the methodological tenets of "testimonio," this study asked: What are Latina school leaders' professional experiences like, both positive and negative, given the intersectionality of their social identities? Utilizing intersectionality as a theoretical framework provided the means to analyze and understand Latina school leaders' multiple social identities and the role that such identities played in their professional roles and career trajectories as school leaders within the larger context of educational politics and systemic inequities. Findings: "Testimonios" of participants centered on four themes related to how they confronted gender roles and expectations of motherhood, the criticality of mentorship, how they confronted and addressed racism and sexism, and harnessed bilingualism to empower self and others. Implications: Findings help inform those seeking to meet the needs of our growing Latinx student population, including school district administrators, current and upcoming school leaders, and those working to prepare a more diverse school leadership pipeline. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01