Community-Based Educational Leadership in Principal Preparation: A Comparative Case Study of Aspiring Latina Leaders

Autor/inn/en	Lac, Van T.; Diaz, Christina
Titel	Community-Based Educational Leadership in Principal Preparation: A Comparative Case Study of Aspiring Latina Leaders
Quelle	In: Education and Urban Society, 55 (2023) 6, S.643-673 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lac, Van T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245221092743
Schlagwörter	Principals; Administrator Education; Instructional Leadership; Disadvantaged; Hispanic Americans; Social Justice; Women Administrators; Preschool Education; Elementary Secondary Education; Higher Education; Educational Experience; Case Studies; Race; Equal Education; School Community Relationship; Hispanic American Students; Minority Serving Institutions; Program Descriptions; Critical Theory; Educational Change + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Hispanic; Hispanoamerikaner; Soziale Gerechtigkeit; Weibliche Führungskraft; Pre-school education; Vorschulerziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungserfahrung; Case study; Fallstudie; Case Study; Rasse; Abstammung; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Kritische Theorie; Bildungsreform
Abstract	This study examines the experiences of three aspiring Latina school leaders in a principal preparation program with a social justice emphasis. Employing theoretical perspectives grounded in a community-based educational leadership framework and transformational resistance theory, this study documents how coursework informed the perspectives of participants regarding educational equity and racial justice. This comparative case study takes place at a Hispanic Serving Institution and focuses on two social foundations courses spanning a 5-month period. Findings illustrate participants' capacity to (a) reframe their past experiences as P-20 students in relation to meritocracy; (b) respond to current injustices as K-12 teachers, particularly the power of language to disrupt or perpetuate inequities; and lastly (c) re-envision educational leadership as future Latina principals as deeply intertwined with communities. The research highlights a need for a broadened approach to principal preparation that fosters future leaders to consider the engagement and leadership of marginalized students and families. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01