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Transforming Practice: Supporting Secondary Science Teachers of English Learners
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| 2 |
First Things First: Mission, Relevancy and Supporting Persistence of First-Generation College Students
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In: ETD Collection for Fordham University (2022)
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| 3 |
Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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A Predictive Correlational Study of Collegiate Educational Leader's Cultural Orientations and Their Cultural Intelligence Scores
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In: Doctoral Dissertations and Projects (2022)
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| 5 |
Uplifting the Perspectives and Preferences of the Families of English Learners in Los Angeles Unified School District and Charter Schools: Findings from a Representative Poll
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In: Education and Policy Briefs (2022)
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| 6 |
Relationship Between Self-Efficacy Beliefs, Teacher Age, and Years of Experience of Teachers of Languages Other Than English and Their Perceived Leadership
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In: Doctoral Dissertations and Projects (2022)
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| 7 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 8 |
Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University
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In: Journal of Global Education and Research (2022)
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| 9 |
The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
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In: Theses and Dissertations--Education Sciences (2022)
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| 10 |
Linguistically Responsive Leaders: Working With Multilingual Students and Their Families
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 11 |
Sus Voces: Latina High School Principals
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Abstract:
This qualitative study examined the experiences of Latina high school principals in their roles as high school principals in a predominantly White and male role. United States demographics show that the Latino/a population is growing, and as a result, the Latino/a student population has also flourished (NCES, 2016). However, Latino/a students continue to underperform academically and rarely attend schools with Latino/a Leaders (National Assessment of Educational Progress, 2015; NCES, 2016). Using Critical Race Theory, Latino Critical Race Theory (LatCrit), Community Cultural Wealth, and Latina Feminist Epistemology, this study explored how Latina high school principals embed aspects of Community Cultural Wealth into their practice, as well as common barriers encountered in their roles. Last, it investigated how current Latina high school principals say they provided aspiring Latina high school principals with career advice. Specifically, this study examined individual stories of the 14 Latina high school principals, using platicas (unstructured interviews) to allow participants to share their experiences, knowledge, memories and advice (Delgado-Bernal, 2020).Findings were organized around three research questions: (a) In what ways, if any, do Latina public high school principals incorporate community cultural wealth into their practice? (b) What barriers and supports do Latina public high school principals say they encountered in their leadership roles? And (c) What advice do Latina high school principals have for aspiring Latina principals? The findings of the study highlighted the use of navigational capital by the participants and brought their own lived navigational experiences to bear on their leadership choices. In addition, the study revealed that the participants used their race, linguistic capital, and aspirational capital to develop and deepen their relationships with their students. The Latina high school principals in this study echo aspects of resistant capital as they advise aspiring Latina high school principals to fully know, understand, and communicate their “why” to their school community. The participants attributed their success to their social capital and encouraged aspiring Latina principals to identify mentors and become members of professional networks. Findings further advise that aspiring Latina high school principals prioritize familial capital and a balance between their personal and principal role.
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Keyword:
Capital; Community; CRT; Educational administration; Educational leadership; Educational sociology; LatCrit; Latina; Principals
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URL: https://escholarship.org/uc/item/67c648tw
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| 12 |
Black Student Success in Higher Education: An Asset-Based Examination of Individual and Institutional Factors
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Taylor, Mary. - : eScholarship, University of California, 2021
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| 13 |
Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project
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In: All Antioch University Dissertations & Theses (2021)
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| 14 |
Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
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In: All Antioch University Dissertations & Theses (2021)
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| 15 |
The Latina Graduate Experience at Hispanic Serving Institutions
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In: Dissertations (2021)
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| 16 |
The Lived Experiences Of Latinx Parents And Their Perception Of Bilingual Programs: A Phenomenological Reflection
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In: Dissertations (2021)
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| 17 |
Building Support Systems for High School English Language Learners: A Developmental Program Evaluation
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In: Dissertations (2021)
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| 18 |
Two for the Price of One! A Study of Persistence of Adult Education Students pursuing a High School Equivalency Credentiial and a Study of the Researcher's Experience Conducting that Study.
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In: Dissertations (2021)
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| 19 |
Educational Policies and Schooling for Arabic Speaking Refugee Children in Australia and Turkey
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In: Australian Journal of Teacher Education (2021)
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| 20 |
Headteachers in difficult circumstances: A study of school leaders in post-conflict, post-disaster Nepal
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Dahal, Rupak. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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