Equity Leadership Informed by Community Cultural Wealth: Counterstories of Latinx School Administrators

Autor/inn/en	Rodela, Katherine C.; Rodriguez-Mojica, Claudia
Titel	Equity Leadership Informed by Community Cultural Wealth: Counterstories of Latinx School Administrators
Quelle	In: Educational Administration Quarterly, 56 (2020) 2, S.289-320 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodela, Katherine C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X19847513
Schlagwörter	Race; Critical Theory; Hispanic Americans; Administrator Attitudes; School Districts; Bilingualism; Cultural Background; Personal Narratives; Equal Education; Administrator Characteristics; Instructional Leadership; Cultural Awareness; Social Justice; Minority Groups; Principals; Assistant Principals; Educational Background; Resilience (Psychology); Academic Aspiration; Oregon; Washington + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Kritische Theorie; Hispanic; Hispanoamerikaner; School district; Schulbezirk; Bilingualismus; Erlebniserzählung; Instruction; Leadership; Bildung; Erziehung; Führung; Cultural identity; Kulturelle Identität; Soziale Gerechtigkeit; Ethnische Minderheit; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Vorbildung
Abstract	Purpose: The purpose of this article is (a) to analyze how Latinx school administrators draw on their Community Cultural Wealth to inform their leadership for educational equity and (b) to examine how they navigate varying equity initiatives and beliefs in rapidly diversifying districts. Research Method: This study employs Latina/o Critical Race Theory counterstorytelling methodology to explore four Latinx school administrators' experiences across three districts in the Pacific Northwest. Data sources include semistructured interviews, observations, and local demographic data. Findings: Latinx administrators' counterstories revealed complex ways their childhoods, educational histories, and current equity leadership were informed by their Community Cultural Wealth as bilingual people of color. They also faced White dominant administrative spaces, where their equity visions often conflicted with district equity initiatives. Sometimes these differences led to tensions with district officials or constrained their advocacy. Conclusion and Implications: Our findings affirm existing research on the potential equity and culturally responsive leadership contributions of Latinx educational leaders. Our article also raises questions to the field about how we understand social justice leadership, and support current and aspiring leaders of color who seek to promote equity in their work. Our analysis brought forth a particular geographical region as a key in influencing our research participants' experiences. More research is needed to understand how to support and sustain leaders of color in diverse regional contexts, as they seek to combat educational inequities for children and young adults facing similar injustices they faced themselves as students of color. (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