Counterstories about Leadership: A Latina School Principal's Experience from a Less Documented View in an Urban School Context

Autor/inn/en	Hernandez, Frank; Murakami, Elizabeth
Titel	Counterstories about Leadership: A Latina School Principal's Experience from a Less Documented View in an Urban School Context
Quelle	In: Education Sciences, 6 (2016), Artikel 6 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Hispanic Americans; Principals; Self Concept; Disadvantaged; Minority Group Students; Race; Critical Theory; Professional Identity; Racial Identification; Cultural Awareness; Racial Bias; Gender Bias; Urban Schools; Administrator Attitudes; Whites; Academic Achievement; Educational Experience; Instructional Leadership; Equal Education; Elementary Secondary Education; Minnesota + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Principal; Schulleiter; Selbstkonzept; Rasse; Abstammung; Kritische Theorie; Cultural identity; Kulturelle Identität; Racial discrimination; Rassismus; Geschlechterstereotyp; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; White; Weißer; Schulleistung; Bildungserfahrung; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	Latina/o school leaders are receiving increasing visibility in research based on their representation in K-12 administrative ranks. However, even though they bring cultural knowledge in providing social and academic support to teachers, families, and especially students of color, their own experiences still reflect less documented histories and contributions because of challenges related to racial identity, racism, sexism, and other historically marginalizing emblems of identity, often invisible in the school leadership research and practice. This study highlights one Latina school leader in the National Latina/o Leadership Study and her experiences developing a professional and racial identity within urban school contexts. Employing Critical Race Theory and LatCrit Theory, this includes the following questions: (a) In what ways Latina/o school principals develop their professional and racial identity? and (b) How do Latina/o school principals negotiate these identities in the context of their schools? Findings reveal the development of a professional and racial identity amidst challenges related to White teachers' resistance in preparing students of color for successful experiences in schools. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01