Counterstories about Leadership: A Latina School Principal’s Experience from a Less Documented View in an Urban School Context
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College of Education, University of Texas of the Permian Basin, 4700 University Avenue, Odessa, TX 79762, USA
2
Department of Educator and Leadership Preparation, Texas A&M University-San Antonio, One University Way, San Antonio, TX 78224, USA
*
Author to whom correspondence should be addressed.
Academic Editor: James Albright
Educ. Sci. 2016, 6(1), 6; https://doi.org/10.3390/educsci6010006
Received: 11 November 2015
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Revised: 23 December 2015
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Accepted: 5 February 2016
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Published: 25 February 2016
(This article belongs to the Special Issue Culturally Responsive Leadership in Education: Engaging Social Justice and Equity for Improvement)
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.
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Keywords:
leadership and equity education; Latina/o leadership counterstories; culturally-responsive leadership
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited
MDPI and ACS Style
Hernandez, F.; Murakami, E. Counterstories about Leadership: A Latina School Principal’s Experience from a Less Documented View in an Urban School Context. Educ. Sci. 2016, 6, 6. https://doi.org/10.3390/educsci6010006
AMA Style
Hernandez F, Murakami E. Counterstories about Leadership: A Latina School Principal’s Experience from a Less Documented View in an Urban School Context. Education Sciences. 2016; 6(1):6. https://doi.org/10.3390/educsci6010006
Chicago/Turabian StyleHernandez, Frank, and Elizabeth Murakami. 2016. "Counterstories about Leadership: A Latina School Principal’s Experience from a Less Documented View in an Urban School Context" Education Sciences 6, no. 1: 6. https://doi.org/10.3390/educsci6010006
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