WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
peterson, deborah thriving in school leadership nfeasj si n34 n4 2016William Kritsonis
This document summarizes a study examining the experiences and perspectives of 10 Latina/o school leaders in the Pacific Northwest who have successfully reduced educational disparities. The key findings are:
1) The leaders began their careers in entry-level education positions in schools with many Latina/o students and began focusing on social justice issues as youth.
2) They had supporters who recognized their potential early on, though these supporters were generally not of the same racial/ethnic background.
3) The leaders felt that "the system" was not designed for Latina/o success and they faced barriers such as implicit biases and needing to be "better" than others.
4) All experienced racist micro
This document discusses the challenges school leaders face in administering programs that serve English language learners (ELLs) and diverse student populations. It notes that the number of ELL students has grown significantly and that teachers are often unprepared to meet their needs. School leaders must work to improve achievement for all subgroups and hire culturally competent teachers. Creating a professional learning community within schools can help address the unique needs of ELLs through collaborative development of best practices. Principals play an important role in developing such communities and supporting teachers to use inclusive, cooperative practices that respect diversity.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Larke, patricia a case study of seven preservice teachers nfmij v7 n1 2010William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
peterson, deborah thriving in school leadership nfeasj si n34 n4 2016William Kritsonis
This document summarizes a study examining the experiences and perspectives of 10 Latina/o school leaders in the Pacific Northwest who have successfully reduced educational disparities. The key findings are:
1) The leaders began their careers in entry-level education positions in schools with many Latina/o students and began focusing on social justice issues as youth.
2) They had supporters who recognized their potential early on, though these supporters were generally not of the same racial/ethnic background.
3) The leaders felt that "the system" was not designed for Latina/o success and they faced barriers such as implicit biases and needing to be "better" than others.
4) All experienced racist micro
This document discusses the challenges school leaders face in administering programs that serve English language learners (ELLs) and diverse student populations. It notes that the number of ELL students has grown significantly and that teachers are often unprepared to meet their needs. School leaders must work to improve achievement for all subgroups and hire culturally competent teachers. Creating a professional learning community within schools can help address the unique needs of ELLs through collaborative development of best practices. Principals play an important role in developing such communities and supporting teachers to use inclusive, cooperative practices that respect diversity.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Larke, patricia a case study of seven preservice teachers nfmij v7 n1 2010William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Presented poster at Binghamton University's Graduate School of Education's Research Poster Day on how re-segregation in charter schools impact student achievement.
Mary Ann Springs, Dissertation Proposal - Dr. William Allan Kritsonis, Disser...William Kritsonis
This study aims to examine the experiences of 4 African American male educational leaders at a historically black college and university in Texas through phenomenological interviews and observations. The research questions focus on understanding the influences on their leadership styles from critical historical moments, past leaders, adversity, and how they influence younger generations. A literature review covers theories of critical race, resilience and the historical role of HBCUs. The research design involves phenomenological methodology with criterion sampling of participants, demographic and interview instruments, and validity measures. Data analysis will identify themes from interview transcripts and triangulate findings. The purpose is to give voice to the leaders' experiences and influence.
This study aims to understand the experiences of four African American male educational leaders at a historically black college and university in Texas. It will examine critical moments in their careers, the evolution of their leadership styles over three decades, influences from past leaders, and how they navigated adversities. In-depth interviews will be conducted with the leaders and analyzed along with observational field notes to identify themes regarding their mentorship of students and influence on promoting African American leadership. The purpose is to give voice to the leaders' perspectives and foster intergenerational relationships between leaders and students.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Faculty Mentoring: African American Student Development and SuccessDr. Vince Bridges
This document summarizes a study that examines how faculty mentorship influences the success of African American doctoral students. It investigates the belief systems students held about their doctoral experience through interviews. The study aims to understand how the student-faculty relationship facilitates degree completion from the students' perspective. Previous research found that mentorship is important for student development and success. However, African American students often face barriers like a lack of minority faculty and feelings of marginalization. The study uses a theoretical framework of socialization theory and case study analysis to explore how students were able to progress towards completing their degrees despite obstacles.
Interdisciplinary analysis of race and ability intersectionsAlfredo Artiles
The author argues that an interdisciplinary perspective is needed to fully understand educational inequities. As an example, the author examines the intersection of race and perceptions of disability. The author reviews how race and disability have been viewed separately in previous research on educational justice but argues they have actually been intertwined throughout history. The author concludes that an interdisciplinary analysis of how race and perceptions of ability interact can provide new insights into educational inequities and help address contradictions between movements for disability rights and racial minorities.
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
The document summarizes a study on Latina educational leaders in Florida. It identifies that the Latinas in the study saw their ethnicity and gender as assets in their leadership. Critical race theory was used to analyze the experiences of the Latinas. The study included surveys and interviews with four Latina school principals and assistant principals, whose ages and experiences varied. Barriers they faced included discrimination in hiring and negative perceptions. The conclusions were that race and gender pose challenges for Latinas in educational administration. Suggestions included examining biases in leadership programs and creating a more diverse narrative of educational leaders.
This document summarizes a study on the academic persistence of 5 African American female alumni from a midwestern Catholic university. 3 key findings emerged from interviews:
1. The students had positive perceptions of faculty and staff, viewing them as treating students equally and allowing personal experiences to be incorporated into classwork.
2. The students had negative views of peer collaboration, preferring to study alone as they learned at different paces. Tutoring was only sought in dire circumstances.
3. The students desired close, personal relationships with faculty/staff members, viewing their advisors as guardians rather than just course advisors. This suggests faculty/staff played an important role in the students' persistence.
Geert Driessen (2002) SEE School composition and achievement in primary educa...Driessen Research
This document summarizes a study that examines the effects of socio-ethnic school composition on language and math achievement among Dutch primary school students. The study uses large-scale data from over 14,000 4th grade and 12,000 8th grade students across 583 primary schools. It analyzes the relationships between student achievement, individual characteristics like ethnicity and parental education, and school-level factors like socio-economic composition and ethnic diversity. The results are intended to clarify inconsistent prior research on how school demographic characteristics influence educational outcomes.
Nurs 710 student characterstics and learning theoriesNsarr
This document discusses student characteristics and learning theories relevant to nursing education. It describes the profile of contemporary nursing students, including that most are younger than 30, from Generations Y and X, and predominantly female. It also outlines characteristics like ethnicity, disabilities, substance abuse, and mental health issues. The document then explains several learning theories used in education, including behavioral, social/cognitive, cognitive, constructivist, adult, and humanistic learning theories. Educators often draw from multiple theories to design effective teaching strategies tailored to learners, content, and environments.
This document is a dissertation submitted by a student to the University of Leeds. The dissertation examines factors influencing differences in educational outcomes between social groups, with a focus on working-class ethnic minority males.
The introduction provides background on previous research that has tended to view social groups like gender, ethnicity and social class in isolation rather than considering their intersections. The student then outlines Pierre Bourdieu's theory of social and cultural reproduction and its relevance to explaining educational inequalities.
The literature review examines previous research on the influence of gender, ethnicity and social class on educational achievement. It discusses debates around viewing any single factor in isolation versus considering their interactions and intersections. Studies showing attainment differences within social groups are discussed to argue against
This document presents a case study of Arnulfo, a first-year school principal in Baja California, Mexico. The study aims to understand the challenges Arnulfo faced in his role. Arnulfo participated in an interview and focus groups to discuss his experiences. He also kept a journal of incidents from April to July 2006. The researchers found that the burden of paperwork was Arnulfo's most serious challenge. Analyzing the challenges through Bolman and Deal's four frames, the political frame fit Arnulfo's strengths best as he advocated for the school and formed alliances. The analysis could help improve principal preparation programs if confirmed by broader studies.
Gender and Race in Leadership Preparation: A Constrained DiscourseSandra Conway
This study examined perceptions of discourse around gender and race in educational leadership programs. It found that faculty tended to minimize discussions of feminist and multi-ethnic perspectives. While the number of women and minorities in school leadership has increased, power dynamics have not sufficiently changed. There are "fault lines" between the realities of gender and race in schools and how programs prepare future administrators to address related issues. More work is needed to incorporate culturally diverse topics and encourage research on equity and social justice in leadership.
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Many rural California high schools are impacted by the disadva.docxalfredacavx97
Many rural California high schools are impacted by the disadvantages of poverty, non-English speaking students, limited
resources, changing demographics, and challenges of the rural context. Focusing on contemporary leadership theories and
school-community interrelationships, this qualitative study examines the practices of educational leaders in three high-
performing, high-poverty, rural California high schools. The authors employed case study methodology using a variety
of data sources including document analysis, interviews, and observations. Cross-case findings revealed that the local
educational leadership had effectively employed multiple instructional, distributed, and transformational practices to
improve student outcomes, and had established multiple formal and informal linkages with institutional entities outside of
the school to accomplish their missions. Contributors to school-wide success in each case included: focus on instruction,
standards, and expectations; strengths of teachers, and; development of multiple support systems for students with varying
needs. Educational leaders in the schools studied with the highest poverty rates and highest percentages of English Language
Learners made significant improvements in student achievement through active involvement of parents and the mobilization
of other external and community resources.
Citation: Masumoto, M., & Brown-Welty, S. (2009). Case Study of Leadership Practices and
School-Community Interrelationships in High-Performing, High-Poverty, Rural California High
Schools. Journal of Research in Rural Education, 24(9). Retrieved [date] from http://jrre.psu.edu/
articles/24-1.pdf
Marcia Masumoto and Sharon Brown-Welty
California State University, Fresno
Journal of Research in Rural Education, 2009, 24(1)
Case Study of Leadership Practices and
School-Community Interrelationships in High-Performing,
High-Poverty, Rural California High Schools
Introduction
California’s large rural population has unique
attributes, with high proportions of minority students and
English Language Learners, and a growing percentage of
economically disadvantaged children (California Department
of Education, 2005). Unlike the declining agrarian and rural
regions in other parts of the nation, many of California’s
rural areas are experiencing population growth.
Between 1970 and 2000, the child population in
the San Joaquin Valley, a predominantly rural region of
California, grew faster than the state average, increasing
by 20% (Goodban, Hedderson, Ortiz, & Branton, 2004).
During the same period, the percentage of White children
in the San Joaquin Valley decreased from 75% to 43% and
the percentage of Latino/a children more than doubled,
growing from 17% to 39% (Goodban, et al., 2004, p. 6).
Approximately 25% of San Joaquin Valley students are
classified as English Language Learners (Jepsen & deAlth,
2005).
In a 2003 national state-by-state comparative analysis,
Ru.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This study examined differences in leadership styles between principals in high and low performing elementary schools in West Virginia. Teachers completed a survey to rate their principal's leadership across four frames: structural, human resource, political, and symbolic. Principals in high performing schools were found to use all four frames significantly more than principals in low performing schools. Additionally, female principals used the human resource frame more than males, rural principals used the political frame more than urban principals, and small school principals used the human resource frame more than medium school principals. The study recommends training for principals in the four leadership frames to help improve leadership skills and student achievement.
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
TIMTIM, MYRON-CULTURALLY RESPONSIVE SCHOOL LEADERSHIP.pptxMyronTimtim
This document provides a framework for culturally responsive school leadership (CRSL) based on a review of literature. It discusses how CRSL centers inclusion, equity, advocacy, and social justice in school environments. Principals can influence student achievement through instructional leadership as well as building trusting relationships and advocating for students and communities. However, many principals are unprepared to lead diverse schools or address issues like the racial achievement gap. CRSL is needed to create more inclusive school cultures and high expectations for minoritized students.
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Presented poster at Binghamton University's Graduate School of Education's Research Poster Day on how re-segregation in charter schools impact student achievement.
Mary Ann Springs, Dissertation Proposal - Dr. William Allan Kritsonis, Disser...William Kritsonis
This study aims to examine the experiences of 4 African American male educational leaders at a historically black college and university in Texas through phenomenological interviews and observations. The research questions focus on understanding the influences on their leadership styles from critical historical moments, past leaders, adversity, and how they influence younger generations. A literature review covers theories of critical race, resilience and the historical role of HBCUs. The research design involves phenomenological methodology with criterion sampling of participants, demographic and interview instruments, and validity measures. Data analysis will identify themes from interview transcripts and triangulate findings. The purpose is to give voice to the leaders' experiences and influence.
This study aims to understand the experiences of four African American male educational leaders at a historically black college and university in Texas. It will examine critical moments in their careers, the evolution of their leadership styles over three decades, influences from past leaders, and how they navigated adversities. In-depth interviews will be conducted with the leaders and analyzed along with observational field notes to identify themes regarding their mentorship of students and influence on promoting African American leadership. The purpose is to give voice to the leaders' perspectives and foster intergenerational relationships between leaders and students.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Faculty Mentoring: African American Student Development and SuccessDr. Vince Bridges
This document summarizes a study that examines how faculty mentorship influences the success of African American doctoral students. It investigates the belief systems students held about their doctoral experience through interviews. The study aims to understand how the student-faculty relationship facilitates degree completion from the students' perspective. Previous research found that mentorship is important for student development and success. However, African American students often face barriers like a lack of minority faculty and feelings of marginalization. The study uses a theoretical framework of socialization theory and case study analysis to explore how students were able to progress towards completing their degrees despite obstacles.
Interdisciplinary analysis of race and ability intersectionsAlfredo Artiles
The author argues that an interdisciplinary perspective is needed to fully understand educational inequities. As an example, the author examines the intersection of race and perceptions of disability. The author reviews how race and disability have been viewed separately in previous research on educational justice but argues they have actually been intertwined throughout history. The author concludes that an interdisciplinary analysis of how race and perceptions of ability interact can provide new insights into educational inequities and help address contradictions between movements for disability rights and racial minorities.
Olson, james caring and the college professor focus v8 n1 2014William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
The document summarizes a study on Latina educational leaders in Florida. It identifies that the Latinas in the study saw their ethnicity and gender as assets in their leadership. Critical race theory was used to analyze the experiences of the Latinas. The study included surveys and interviews with four Latina school principals and assistant principals, whose ages and experiences varied. Barriers they faced included discrimination in hiring and negative perceptions. The conclusions were that race and gender pose challenges for Latinas in educational administration. Suggestions included examining biases in leadership programs and creating a more diverse narrative of educational leaders.
This document summarizes a study on the academic persistence of 5 African American female alumni from a midwestern Catholic university. 3 key findings emerged from interviews:
1. The students had positive perceptions of faculty and staff, viewing them as treating students equally and allowing personal experiences to be incorporated into classwork.
2. The students had negative views of peer collaboration, preferring to study alone as they learned at different paces. Tutoring was only sought in dire circumstances.
3. The students desired close, personal relationships with faculty/staff members, viewing their advisors as guardians rather than just course advisors. This suggests faculty/staff played an important role in the students' persistence.
Geert Driessen (2002) SEE School composition and achievement in primary educa...Driessen Research
This document summarizes a study that examines the effects of socio-ethnic school composition on language and math achievement among Dutch primary school students. The study uses large-scale data from over 14,000 4th grade and 12,000 8th grade students across 583 primary schools. It analyzes the relationships between student achievement, individual characteristics like ethnicity and parental education, and school-level factors like socio-economic composition and ethnic diversity. The results are intended to clarify inconsistent prior research on how school demographic characteristics influence educational outcomes.
Nurs 710 student characterstics and learning theoriesNsarr
This document discusses student characteristics and learning theories relevant to nursing education. It describes the profile of contemporary nursing students, including that most are younger than 30, from Generations Y and X, and predominantly female. It also outlines characteristics like ethnicity, disabilities, substance abuse, and mental health issues. The document then explains several learning theories used in education, including behavioral, social/cognitive, cognitive, constructivist, adult, and humanistic learning theories. Educators often draw from multiple theories to design effective teaching strategies tailored to learners, content, and environments.
This document is a dissertation submitted by a student to the University of Leeds. The dissertation examines factors influencing differences in educational outcomes between social groups, with a focus on working-class ethnic minority males.
The introduction provides background on previous research that has tended to view social groups like gender, ethnicity and social class in isolation rather than considering their intersections. The student then outlines Pierre Bourdieu's theory of social and cultural reproduction and its relevance to explaining educational inequalities.
The literature review examines previous research on the influence of gender, ethnicity and social class on educational achievement. It discusses debates around viewing any single factor in isolation versus considering their interactions and intersections. Studies showing attainment differences within social groups are discussed to argue against
This document presents a case study of Arnulfo, a first-year school principal in Baja California, Mexico. The study aims to understand the challenges Arnulfo faced in his role. Arnulfo participated in an interview and focus groups to discuss his experiences. He also kept a journal of incidents from April to July 2006. The researchers found that the burden of paperwork was Arnulfo's most serious challenge. Analyzing the challenges through Bolman and Deal's four frames, the political frame fit Arnulfo's strengths best as he advocated for the school and formed alliances. The analysis could help improve principal preparation programs if confirmed by broader studies.
Gender and Race in Leadership Preparation: A Constrained DiscourseSandra Conway
This study examined perceptions of discourse around gender and race in educational leadership programs. It found that faculty tended to minimize discussions of feminist and multi-ethnic perspectives. While the number of women and minorities in school leadership has increased, power dynamics have not sufficiently changed. There are "fault lines" between the realities of gender and race in schools and how programs prepare future administrators to address related issues. More work is needed to incorporate culturally diverse topics and encourage research on equity and social justice in leadership.
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Many rural California high schools are impacted by the disadva.docxalfredacavx97
Many rural California high schools are impacted by the disadvantages of poverty, non-English speaking students, limited
resources, changing demographics, and challenges of the rural context. Focusing on contemporary leadership theories and
school-community interrelationships, this qualitative study examines the practices of educational leaders in three high-
performing, high-poverty, rural California high schools. The authors employed case study methodology using a variety
of data sources including document analysis, interviews, and observations. Cross-case findings revealed that the local
educational leadership had effectively employed multiple instructional, distributed, and transformational practices to
improve student outcomes, and had established multiple formal and informal linkages with institutional entities outside of
the school to accomplish their missions. Contributors to school-wide success in each case included: focus on instruction,
standards, and expectations; strengths of teachers, and; development of multiple support systems for students with varying
needs. Educational leaders in the schools studied with the highest poverty rates and highest percentages of English Language
Learners made significant improvements in student achievement through active involvement of parents and the mobilization
of other external and community resources.
Citation: Masumoto, M., & Brown-Welty, S. (2009). Case Study of Leadership Practices and
School-Community Interrelationships in High-Performing, High-Poverty, Rural California High
Schools. Journal of Research in Rural Education, 24(9). Retrieved [date] from http://jrre.psu.edu/
articles/24-1.pdf
Marcia Masumoto and Sharon Brown-Welty
California State University, Fresno
Journal of Research in Rural Education, 2009, 24(1)
Case Study of Leadership Practices and
School-Community Interrelationships in High-Performing,
High-Poverty, Rural California High Schools
Introduction
California’s large rural population has unique
attributes, with high proportions of minority students and
English Language Learners, and a growing percentage of
economically disadvantaged children (California Department
of Education, 2005). Unlike the declining agrarian and rural
regions in other parts of the nation, many of California’s
rural areas are experiencing population growth.
Between 1970 and 2000, the child population in
the San Joaquin Valley, a predominantly rural region of
California, grew faster than the state average, increasing
by 20% (Goodban, Hedderson, Ortiz, & Branton, 2004).
During the same period, the percentage of White children
in the San Joaquin Valley decreased from 75% to 43% and
the percentage of Latino/a children more than doubled,
growing from 17% to 39% (Goodban, et al., 2004, p. 6).
Approximately 25% of San Joaquin Valley students are
classified as English Language Learners (Jepsen & deAlth,
2005).
In a 2003 national state-by-state comparative analysis,
Ru.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This study examined differences in leadership styles between principals in high and low performing elementary schools in West Virginia. Teachers completed a survey to rate their principal's leadership across four frames: structural, human resource, political, and symbolic. Principals in high performing schools were found to use all four frames significantly more than principals in low performing schools. Additionally, female principals used the human resource frame more than males, rural principals used the political frame more than urban principals, and small school principals used the human resource frame more than medium school principals. The study recommends training for principals in the four leadership frames to help improve leadership skills and student achievement.
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYR...eraser Juan José Calderón
POWERFUL PEDAGOGY FOR AFRICAN AMERICAN STUDENTS. A Case of Four Teachers. TYRONE C. HOWARD
The Ohio State University
The disproportionate underachievement of African American students may suggest that teacher effectiveness with this student population has been limited. However, amidst these widespread academic failures, characterizations of effective
teachers of African American students have emerged in an attempt to reverse these
disturbing trends. This article examines the findings from a qualitative case study
of four elementary school teachers in urban settings. The findings reveal teaching
practices consistent with various norms espoused by African American students in
a manner that could be termed “culturally relevant.” In this article, three of the
major pedagogical themes are discussed: holistic instructional strategies, culturally consistent communicative competencies, and skill-building strategies to promote academic success.
TIMTIM, MYRON-CULTURALLY RESPONSIVE SCHOOL LEADERSHIP.pptxMyronTimtim
This document provides a framework for culturally responsive school leadership (CRSL) based on a review of literature. It discusses how CRSL centers inclusion, equity, advocacy, and social justice in school environments. Principals can influence student achievement through instructional leadership as well as building trusting relationships and advocating for students and communities. However, many principals are unprepared to lead diverse schools or address issues like the racial achievement gap. CRSL is needed to create more inclusive school cultures and high expectations for minoritized students.
Vivian Gunn Morris and Curtis Morris, NATIONAL FORUM JOURNALS, Dr. William Al...William Kritsonis
This article discusses the responsibility of K-12 principals in improving the academic achievement of African American children through effective teacher induction and mentoring programs. The article reviews literature showing that both school-level factors like segregation and lack of resources, as well as ineffective teachers, contribute to the achievement gap between white and black students. The No Child Left Behind Act aimed to close this gap by providing high-quality teachers and induction support to all schools, but research shows these programs are often lacking or nonexistent in schools with mostly black and low-income students. The article then describes a study that analyzed survey responses from new teachers in a predominantly black school district to identify teaching conditions that could help or hinder academic achievement for black children.
This document summarizes a research article that reviews the literature on culturally responsive school leadership (CRSL). The review finds that CRSL focuses on making the entire school environment, not just teaching, responsive to the needs of minoritized students. The review develops a framework around four strands of CRSL: critical self-awareness, CRSL and teacher preparation, CRSL and school environments, and CRSL and community advocacy. It identifies specific CRSL behaviors centered around inclusion, equity, advocacy, and social justice. Finally, it reflects on the promise and implications of further research on CRSL.
Article 2 vivian gunn morris & curtis morris doneWilliam Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Identifying the attitudes and traits of teachers with an at-risk student popu...Mastura Kamal
This document summarizes a study that aimed to identify the attitudes and traits of teachers who are effective at teaching at-risk students in a diverse, urban high school (Mendoza High School). Through interviews and a focus group with teachers, administrators, and counselors, the researchers identified several supportive attitudes and traits, including being culturally responsive, focusing on small successes, encouraging students, flexibility, and caring. Relationships with students and viewing oneself as a difference-maker were also seen as important. Non-supportive traits included blaming, racial attitudes, inflexibility due to frustration, co-dependency, and lack of respect for community/parents. Overall, forming relationships and caring for students were seen as core to effective
Schulz, joe a comparison of practical leadership skills nfeasj v34 v4 2016 William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System. Professor of Educational Leadership, The University of Texas of the Permian Basin.
Hines, mack nnfeasj - volume 25 - number 4 2008 pub 2-17-08 article 2 of 2William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
The Benefits of a Diverse Teaching Force 12 15-13Vic Nixon
Many school districts in Texas promote diversity in their mission statements. Some actually promote teacher diversity on their campuses. Is this done to be politically correct or are there actual measureable benefits for having diverse teachers in schools? This presentation explores the research-based reasons how a diverse teaching force is related to student achievement.
Journal of Educational Administration, Vo. 41, No. 1, 2003, pp.docxtawnyataylor528
Journal of Educational Administration, Vo. 41, No. 1, 2003, pp. 9-23
- 1 -
Library notes :
Fitzgerald, T. (2003). Changing the deafening silence of indigenous women’s voices. Journal of
Educational Administration, 41 (1), 9 – 23.
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Changing the Deafening Silence of Indigenous Women’s Voices in
Educational Leadership
Tanya Fitzgerald
School of Education
UNITEC Institute of Technology
Auckland
The critique of Western ethnocentric notions of leadership presented in this
paper is informed by debates on issues such as gender and educational
leadership that have produced meta-narratives that explore and explain
women and men’s ways of leading. One of the troubling aspects of Western
leadership theories is the claim that the functions and features of leadership
can be transported and legitimated across homogenous educational systems.
Despite changes that have been made in definitions and descriptions of
educational leadership to provide a focus on gender, there is the implicit
assumption that while educational leadership might be practised differently
according to gender, there is a failure to consider the values and practices of
Indigenous educational leaders. Thus, the construct of educational leadership
needs to be more broadly theorised in order for knowledge of Indigenous ways
of leading to emerge.
Introduction
Journal of Educational Administration, Vo. 41, No. 1, 2003, pp. 9-23
- 2 -
There are now considerable theoretical and empirical studies on women and
educational leadership that have emerged predominantly from the United
States (Chase, 1995; Grogan, 1996; Shakeshaft 1987), Britain (Adler, Laney
and Packer, 1993; Coleman, 2001; Ozga, 1993), Australia (Blackmore, 1999;
Limerick and Lingard, 1995) and New Zealand (Court, 1995, 1998; Strachan,
1999). These studies have fundamentally contested claims such as those
expounded by two of the ‘fathers’ of educational administration theory,
Hodgkinson (1991) and Sergiovanni (1992) that top-down ‘visionary’
leadership was possible and p ...
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS - www.n...William Kritsonis
This document discusses the challenges school leaders face in administering programs that serve English language learners (ELLs) and diverse populations. It notes that the number of ELL students has grown significantly and principals must support their academic achievement and cultural needs. The document recommends that principals develop a knowledge base including cultural and linguistic understanding, distribute leadership to involve community members, and create a professional learning community to improve teaching practices and support all students.
respond to post 1Little research has gone into the experience of .docxmackulaytoni
respond to post 1
Little research has gone into the experience of Latina women in the United States workforce. Flores and Hondagneu-Sotelo authored a compelling article focusing on the social dynamics impacting Latina graduates in entering the teaching profession. Their research examines how gendered family dynamics, financial constraints and the links between race, gender and class impact the pathway of Latinas’ teaching careers (Flores & Hondagneu-Sotelo, 2014). The scholars conducted 40 interviews with Latina teachers, used statistical data and analyzed research trends to support their findings (Flores & Hondagneu-Sotelo, 2014).
Flores and Hondagneu-Sotelo call out and examine the gendered and racialized nature of viewing Latina women as ‘familistic’ or ruled by family values and solidarity and working to preserve family over the individual; a common Latino cultural pathology burdensome to the women of these families (2014). The importance of this notion is the reality that teaching is primarily viewed as feminine and also aligns with a logistical schedule to promote this familistic ideology (Flores & Hondagneu-Sotelo, 2014). Additionally, they found Latina women seek to work in the teaching setting to assist in the advancement of minority students and those devalued by racial and socio-economic barriers (Flores & Hondagneu-Sotelo, 2014). The article stated some Latina women found teaching to be a profession with less racial and class discrimination than other professions and compared this to studies with the same results amongst Black women (Flores & Hondagneu-Sotelo, 2014).
A career in teaching is much more attainable than one in law or medicine from a financial and overt discrimination standpoint and another factor influencing Latina women (Flores & Hondagneu-Sotelo, 2014). It is also in high demand for bilingual and minorities to enter the teaching profession due to the shift in student demographics, so Latina women are heavily recruited for these positions (Flores & Hondagneu-Sotelo, 2014). Though this article did not directly address Latina women’s experiences on the job, it scrutinized several factors contributing to the rise in their presence in the teaching profession. Most interesting is the notion or assumption they will be more protected from work place discrimination in this field which speaks volumes regarding their impression of diversity management in the workplace. Based on this reality, I would encourage more research to be done on the actual workplace experience of Latina women in teaching. It is ignorant to assume that because a significant number of Latina women are in the field there are not still problems present with social, cultural or structural systems in place.
Respond to post 2
Successful implementation of diversity management and promotion is done with the utmost intention and strategy. It is evident an integrated approach combining various components has pro.
Metropolitan Center for Urban Education 726 BroadwayDioneWang844
Metropolitan Center for Urban Education
726 Broadway, 5th Floor | New York, NY 10003-6680
212 998 5100 | fax 212 995 4199 | www.steinhardt.nyu.edu/metrocenter
Culturally Responsive
Classroom Management
Strategies
METROPOLITAN CENTER FOR URBAN EDUCATION
October 2008
2 | P a g e
This brief was developed by the Metropolitan Center for Urban Education under contract with the New York State Education Department, contract #007052.
Authorization for reproduction is hereby granted to the system of public and state-approved private schools, institutions of higher education, and programs
funded by the Office of Vocational and Educational Services for Individuals with Disabilities (VESID) of the New York State Education Department.
“Classroom management refers to those
activities of classroom teachers that create a
positive classroom climate within which
effective teaching and learning can occur”
(Martin & Sugarman, p.9, 1993). Research on
student-directed management approach,
which is rooted in the belief that students
have the primary responsibility for controlling
their behavior and are capable of controlling
their behavior, identify teachers adopting the
following classroom management concepts:
student ownership, student choice,
community, conflict resolution, natural
consequences, and restitution (Levin, 2000).
These concepts are operationalized in the
routines of how students enter the classroom,
what students are tasked to do upon entering
a classroom (e.g., “do now”), how desks and
tables are arranged (i.e., cooperative groups
versus rows), and the ways in which learning
is shared via communication between
students. Research over the past 30 years
indicates these rituals and routines as
cornerstones of classroom management are
critical to effective teaching and learning. In a
poorly managed classroom, teachers struggle
to teach and students usually learn less than
they should, and there are abundance of
discipline issues (Martin & Sugarman, 1993;
Rose & Gallup, 2004) while a well-managed
classroom provides an environment in which
teaching and learning can flourish (Marzano,
et. al., 2003).
Classroom Management and
Disproportionality
Instituting classroom management principles
has implications for the learning progress of
all children, especially low-performing, poor,
special education, and racial/ethnic minority
children (Saphier and Gower, 1997). Cultural
competence of simply soley middle-class,
White students can exacerbate the difficulties
that teachers may have with classroom
management. Definitions and expectations of
appropriate behavior are culturally influenced,
and conflicts are likely to occur when teachers
and students come from different cultural
backgrounds (Weinstein, Tomlinson-Clarke
and Curran, 2004). Misreading behaviors or
communication patterns of culturally and
linguistically diverse students (i.e., White,
Black, Latino ...
This document summarizes a study on the development of Latina immigrant mothers into social justice leaders through their involvement in a parent education program called Vamos al Kinder. The program used popular education strategies like role-playing skits and group discussions to build the mothers' leadership skills and confidence in advocating for their children in schools. Key aspects included creating a safe space for the mothers, validating their cultural knowledge, and helping them develop a critical understanding of deficit perspectives about Latino students in order to challenge stereotypes. The program emphasized discovering the power and knowledge the mothers already possessed rather than just empowering them.
This document outlines 9 principles for creating a college culture in K-12 schools based on a partnership between UCLA and a cluster of 24 schools. The principles are: having college talk, clear expectations, providing information/resources, comprehensive counseling, testing/curriculum, faculty involvement, family involvement, college partnerships, and articulation between schools. The principles aim to ensure all students are prepared for postsecondary options.
ABSTRACT, Donald R. Brown, Jr., Dr. William Allan Kritsonis, Dissertation ChairWilliam Kritsonis
This dissertation examines factors that help reduce recidivism rates for African American males enrolled in middle school disciplinary alternative education programs. The study reviews program structure, best practices, teacher efficacy, parental involvement, and social skills curriculum to determine their impact on recidivism. The researcher aims to identify relationships between these factors and recidivism rates through statistical analysis. Ultimately, the goal is to find solutions that address the root causes of high recidivism and create better academic and social opportunities for students in alternative education programs.
Similar to Frank Hernandez, Elizabeth Murakami, PhD, and others (20)
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Frank Hernandez, Elizabeth Murakami, PhD, and others
1. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
VOLUME 33, NUMBERS 2 & 3, 2016
4
LATINA/O ASSISTANT PRINCIPALS –
VAGUE AND AMBIGUOUS ROLES IN K-12
ADMINISTRATION: FINDINGS FROM
THE NATIONAL LATINA/O LEADERSHIP
PROJECT
Frank Hernandez, PhD
Dean
The University of Texas of the Permian Basin
Elizabeth T. Murakami, PhD
Professor and Programs Director
Texas A&M – San Antonio
Sylvia Mendez-Morse, PhD
Associate Professor
Texas Tech University
Mónica Byrne-Jiménez, PhD
Associate Professor
Hofstra University
Jonathon McPhetres, MA
Doctoral Student
University of Rochester
2. HERNANDEZ, MURAKAMI, MENDEZ-MORSE, BYRNE-JIMENEZ,& MCPHETRES5
Abstract
The purpose of this exploratory study is to analyze the survey feedback of Latina/o
assistant principals. The survey is comprised of school demographics, careers, and
barriers faced by Latina/o school leaders. Responses included: short predetermined,
Likert-scale responses, and open-ended questions. The findings are grouped into
three distinct areas: demographic information, the type of schools where the
participants work, and the types of challenges they faced. The study ends with
implication for principal-preparation programs.
Keywords: assistant principal, Latina/os, school leadership, principal
preparation
The work of an assistant principal is simultaneously exciting,
confusing, and not without its uncertainties. Most importantly,
Latina/o assistant principals have received little attention and many
questions about their experiences remain unanswered. For example:
what types of responsibilities did other Latina/o assistant principals
have? How did they spend most of their time? Were there specific
challenges Latino assistant principals faced? And, are they ready for
the principalship? While this paper may not answer all of these
questions, this exploratory study investigates the representation of
Latina/o assistant principals in the US, including their challenges and
aspirations. This study specifically asks the following questions about
Latina/o assistant principals:
1. What are the demographics of Latina/o assistant
principals?
2. Where do Latina/o assistant principals work?
3. What types of challenges do Latina/o assistant
principals face?
This study is informed by data gathered by the National
Latina/o Leadership Project (NLLP). NLLP is an effort that is focused
on learning about the contributions that Latina/o school leaders are
making to PK-12 public school system. More specifically, the NLLP is
3. 6 NATIONALFORUM OF EDUCATIONALADMINISTRATIONAND SUPERVISION JOURNAL
interested in finding answers to questions such as: As more Latino PK-
12 educators make their way to the leadership ranks in America’s
public schools, how will researchers document their contributions to
the American public education system? Additionally, how can we
begin to understand the complexity of the PK-12 Latino school
principal and assistant principal?
The Literature Review on the Assistant Principalship
The assistant principal position is generally the entry point for
an individual interested in the higher administrative ranks of a school
district (Ortiz, 1982; Gorton, 1987; Marshall and Hooley, 2006,
Shoho, Barnett, & Tooms, 2012). That is, most assistant principals
understand that they must occupy the position of assistant principal to
enter the principalship. Preparing to become assistant principals often
involve gaining a broad overview of school operations beyond the
classroom, if one is moving from a teacher’s position. However, their
assigned tasks can be different from their initial expectations, as the
aforementioned assistant principal described, resulting in feeling
unappreciated instead of feeling as being prepared towards the
principalship (Marshall & Hooley, 2006). Studies on the roles and the
responsibilities of the assistant principal (Black, 1980; Kelly, 1987;
Koru, 1993; Norton & Kriekard, 1987; Reed & Himmler, 1985; Smith,
1987; Spady, 1985) have generally focused on middle or secondary
schools because the position of assistant principal is justified by the
enrollment numbers in schools.
Based on their research, Marshall and Hoolley (2006) indicated
how critical the position of assistant principal is, considering that: (a)
the assistant principalship is frequently an entry-level position for
administrative careers; (b) assistant principals maintain the norms and
rules of the school culture; (c) they must frequently play the role of
mediator; and (d) they encounter daily the fundamental dilemmas of
school systems (p.2). However, the authors also remind us that the
“assistant principalship is an assessment position through which
formal and informal district and professional processes are used to
4. HERNANDEZ, MURAKAMI, MENDEZ-MORSE, BYRNE-JIMENEZ,& MCPHETRES7
decide who should move into high positions of administration”
(Marshall & Hooley, 2006, p. ix). It is, therefore, paramount that
assistant principals develop their leadership beyond compliance and
student management issues.
To prepare new assistant principals, Mathews and Crow (2003)
highlighted the importance of socialization, especially for teachers
mentored into the principal role, and distinguish two important
socialization roles for assistant principals. One role is of student
management and maintenance of order, much like the opening
example here. The second role involves supporting the instruction of
all students. They contend “this role does not ignore the student
management role, but views it in the larger school context of
instructional support” (p. 274). Within this role, it is important to
consider whether the assistant principal is able to develop his/her
connection with students’ needs. This instructional role may also
include student achievement as dependent on race/ethnicity, poverty,
the risk of dropping out, and related family/school concerns. To this
end, studies that relate successful achievement gains among Latino
students with their principals (e.g., Jesse, Davis, & Pokorny, 2004),
can prepare Latino principals and assistant principals to improve the
academic achievement of all students. These important considerations
related to instruction allows for the preparation of assistant principals
to become outstanding leaders.
Latinas/os in the Path to the Principalship
In a broader societal context, Trueba (1999), advocated for a
Latino national voice and cultural identity, emphasizing the
importance of preparing leaders who need to possess “specific
qualities of vision, biculturalism, multiple identities, the ability to
code-switch and a profound commitment to democratic ideals of fair
participation in the political and economic arenas for all Americans”
(p. 25). In schools, the presence of principals and assistant principals
of color have the potential to repair and revitalize institutional
structures, particularly in urban settings, that have historically
oppressed students of color and their families, which resulted in
5. 8 NATIONALFORUM OF EDUCATIONALADMINISTRATIONAND SUPERVISION JOURNAL
distrust and the estrangement of families of color toward schooling
(Diamond & Gomez, 2004, Khalifa, Jennings, Briscoe, Oleszewski,
and Abdi, 2014; Lareau & Hovart, 1999). The representation of
principals and assistant principals of color can disrupt technical-
rational claims and decisions that are defined as value-neutral (Khalifa
et al., 2014) which, in the end, positions students of color at consistent
disadvantage.
Confirming this notion is the number of research reports
referring to “helping Hispanic students succeed,” which were largely
developed before the 2000’s (e.g., Baltimore, 1995; Richardson &
Skinner, 1992), which defined students of color as minorities (an
example of technical rational thought), and mainly reflect how these
students persisted to succeed, without acknowledging the researcher or
the principal bias when recommending remedial or support programs
for these students. In addition, little can be learned about the impact of
race and ethnicity as affecting or influencing principals, since studies
focusing on school leaders’ race and ethnicity were not as
representative, especially in relation to leadership effectiveness. One
reason for this exclusion of cultural diversity within the principalship
was that most published research on principals either avoided the
discussion of race and ethnicity altogether or essentialized race and
ethnicity to focus on technical-rational issues.
Issues related to barriers, career paths, and mobility for
principals have been documented in the literature, often using female
participants (Armendariz-Housen, 1995; Byrd, 1999; Carr, 1996;
Fleming, 1991; Galloway, 1986; Madrid, 1985; Hernandez, 2012;
Orta-Camilleri, 1999; Ortiz, 1982; Peery, 1998). These studies focus
on the personal and social challenges of being Latina and working as
administrators in mainly male-dominated organizations. Additional
studies focused on the importance of mentoring, role models, and
sponsorship for Latina school leaders (Davila, 2002; Hernandez, 2004;
Regules, 1997). These studies highlight the care and the commitment
that Latina principals experience in their work, and illuminate the need
for advisement, in some circumstances, for Latinas/os interested in the
administrative ranks.
The fact is that students of color will continue to show low
6. HERNANDEZ, MURAKAMI, MENDEZ-MORSE, BYRNE-JIMENEZ,& MCPHETRES9
achievement, and disengagement when schools do not support their
success. In 2011-2012, the National Center for Education Statistics
(NCES), reports that approximately 90,000 principals worked in US
public schools. Of those only 7 percent are identified as Hispanic
(Bitterman, Goldring, & Gray, 2013). When compared to 11.4 million
Pre-K through 12th grade Latino children attending US public schools
in 2010 (NCES 2012), this number appears to be questionably low.
Becoming an assistant principal, therefore, may involve what
Matthews and Crow (2003) defined as a reality shock state. This may
occur not only when separating from the old reference group of
teachers and entering into a new leadership role, but also when
building their professional identity—through an interpretation of the
realities of the new role, developing competence, loyalty, and
authority, with a focus on their most important responsibility—
promoting the success of students. In their new job as an assistant
principal, Latina/o assistant principals can inform us about their role as
influencing school demographics, while building their career path, and
while developing their leadership identity, considering their personal
experiences as students of color themselves.
Methods
Since few studies examine Latino school leaders specifically,
or Latino assistant principals, an exploratory approach seemed
appropriate for learning more about Latino assistant principals. This
study was designed to clarify unanswered questions about Latino
school leaders as well as create initial theories about Latino school
leaders and their work environment. Additionally, this exploratory
study will also provide pertinent research data to help form new
concepts about Latino school leaders and leadership. To capture this
new data, a survey was designed and distributed to a national sample
of Latino leaders.
In order to provide a national picture of Latino school leaders,
our article focuses on selected categories that inform an understanding
of the representation and work of Latino assistant principals.
7. 10 NATIONALFORUM OF EDUCATIONAL ADMINISTRATION ANDSUPERVISION JOURNAL
Reporting the entire findings here would be too lengthy. As such,
questions about Latino assistant principals included: What are the
demographics of Latina/o assistant principals? Where do Latina/o
assistant principals work? What types of challenges do Latina/o
assistant principals face?
Survey Design and Instrumentation
With the assistance of the Research Institute of Studies in
Education (RISE) 1, the research team developed the NLLP survey
using Survey Monkey Software. The purpose of the survey was to
gather basic demographic data from Latino leaders regarding their
schools, work, educational, and leadership experiences.
Design. The survey was divided into three broad categories:
school demographics, career path, and leadership identity. The survey
included 48 questions. Questions were either multiple-choice (for
example: where is your school located: rural, suburban, or urban
setting), Likert-scale (for example: 1 equaled “not at all” where 5
equaled “to a large extent”), or open-ended, short essay format.
Participants
Utilizing a secure network in RISE 94 Latino assistant
principals completed the NLLP survey via email. To obtain
participants’ email addresses, the research team and RISE worked with
state departments of education, Latina/o education groups, and other
organizations that have conducted work on school leaders. Each email
address collected was assigned a random identification number to
which no personally identifiable information was attached.
1 RISE is located in the department of Educational Leadership & Policy Studies at
Iowa State University.
8. HERNANDEZ, MURAKAMI, MENDEZ-MORSE, BYRNE-JIMENEZ,& MCPHETRES11
Data Analysis
Soon after the survey was closed, the data were placed into an
Excel spreadsheet. Data were then sorted to address each section of the
survey. The researchers analyzed the data using a descriptive statistical
approach so that the basic features of the data could be studied. While
we make some conclusions based on the overall findings, these
conclusions are based on what the data tell us, rather than implying
cause and effect.
Findings
Demographics of the Latina/o Assistant Principals
Participants used in the final analysis were 59 Latinas (63%)
and 35 (37%) Latinos. While the survey used the label “Latina/o” in
its title and throughout the survey questions, the survey asked the
participants to describe their own racial and ethnic background. In
general, the researchers used a wide representation of racial and ethnic
labels so that the participants had numerous choices to self-identify
(see Table 1). Table one shows the majority of assistant principals
self-identified as Cuban; the second largest group self-identify as
Mexican and Hispanic; and the third-largest group self-identified as
Puerto Rican. Surprisingly, only six of the participants identified as
Latino. Those participants that marked “other” self-identified as
Dominican, Colombian, and Spaniard.
Table 1
Self-Identified Racial/Ethnic Background
Male Female All
Latino 3 3 6
Mexican 5 12 17
Hispanic 7 10 17
Cuban 14 22 36
Puerto Rican 4 10 14
Other 2 2 4
9. 12 NATIONALFORUM OF EDUCATIONAL ADMINISTRATION ANDSUPERVISION JOURNAL
Participants ranged in age from 30 to 68 years old. Latina
assistant principals were slightly older, overall, at an average age of
43. Participant-reported yearly salaries ranged from $45,000 to
$105,000 (M = $78,238); the average pay for Latinos was $77,532,
while the average for Latinas was $78,419. Although the Latinas had
a higher average pay than the Latinos, the Latinas’ pay ranged from
$45,000 to $103,000. The range for Latinos’ pay was $63,000 to
$105,000. The low rate of $45,000 for the Latina assistant principals
corresponded to an individual who had acquired six years of teaching
experience and a master’s degree. In contrast, the $63,000—which
was the lowest for Latino principals—corresponded to an individual
who had acquired 16 years of teaching experience and an educational
specialist degree. Finally, the participants reported on their highest
level of education. The data revealed that Latinas were more likely to
have a master’s and specialist degrees than their male counterparts and
indeed outnumbered their male counterparts 2 to 1 in having doctorate
degrees.
Of the 94 Latina/o assistant principals, 68 (72%) worked in
regular elementary and secondary schools. Twenty-three percent of the
participants worked in a school that had a specific focus, such as
magnets with specialty areas like math and science, the gifted and
talented, the performing arts, and language immersion. Only three
principals (all males) stated that they were working in rural schools,
whereas 27 or 28% of the respondents reported working in suburban
schools. The majority of the participants—64 or 68%—reported
working in urban schools. Twice as many Latinas worked in urban and
suburban schools than did their male counterparts. The assistant
principals managed schools with enrollments ranging from 130 to
4,500 students. Latinos averaged a larger school size (M = 1,608)
than did Latinas (M = 1,130).
As part of a description of the school in which they worked,
participants were asked to examine student groups (White, African
American, Latina/o, low-income, and special education) and comment
on that group’s success in passing district and state performance
standards. Specifically, the assistant principals were asked whether
student groups satisfied “all,” “most,” “some,” or “no” performance
10. HERNANDEZ, MURAKAMI, MENDEZ-MORSE, BYRNE-JIMENEZ,& MCPHETRES13
standards in their school (see Table 2).
Table 2
Student-Achievement Data
Satisfied
All
Standards
Satisfied
Most
Standards
Satisfied
Some
Standards
Satisfied
No
Standards
White
Students 59 (63%) 18 (19%) 16 (17%) 1 (01%)
African
American
Students
7 (07%) 41 (44%) 44 (47%) 2 (02%)
Latina/o
Students 7 (07%) 49 (52%) 38 (40%) 0 (0%)
Low-
income
Students
6 (06%) 43 (46%) 43 (46%) 2 (02%)
Special-
education
Students
5 (05%) 16 (17%) 61 (65%) 12 (13%)
English-
language
Learners
3 (03%) 31 (33%) 55 (59%) 5 (05%)
* The numbers and percentages in Table 2 correspond to the Latina/o
assistant principals who reported on student achievement
At first glance, the achievement data reveals a gap between
White students and those students who identify as African American,
Latina/o, low-income, special education, or English-language learners.
As illustrated in Table 2, special education and English-language
learners performed at the lowest level of all of the students whose
achievement data was reported. Additionally, the data indicate that the
most substantive gap appears to occur between White students and
11. 14 NATIONALFORUM OF EDUCATIONAL ADMINISTRATION ANDSUPERVISION JOURNAL
special-education students. For example, 77 or 82% of the assistant
principals reported that White students who attended the school in
which a given Latina/o assistant principal worked satisfied all or most
of the district and state standards. In contrast, only 21 or 22% of
special-education students satisfied all or most of the district and state
standards.
The Latina/o principals also commented on specific student
behaviors that were present in their schools. For example, of the 94
assistant principals, 49% reported that bullying occurred often or very
often in their schools. The other two-highest student behaviors that
occurred often or very often within the assistant principals’ schools
were fighting (23%) and gang-related activity (18%). Student
behaviors related to theft, vandalism, racial tension, possession of
weapons, and student disrespect toward teachers were reported as
issues that rarely or never occurred in the participants’ schools. The
Latina/o assistant principals were also asked to comment on other
concerns that may or may not be present in their schools. The
participants reported student tardiness (73%), student absenteeism
(78%), lack of parent-involvement (71%), and student unpreparedness
in school (68%) as moderate and serious concerns. The data reveal that
the participants perceived issues such as drop-outs (76%),
alcohol/illegal drugs (83%), and pregnancy (92%) as minor or non-
existent concerns.
Challenges that are Experienced by Latina/o Assistant Principals
The Latina/o assistant principals were also asked to complete
short-essay questions related to the challenges that they would face
most often in their work. This section of the current article reviews the
essay responses from those Latina/o assistant principals. The
researcher analyzed each response, and after a close examination of all
the challenges that the participants listed, it was evident that these
challenges fell into one of three categories: (a) school management,
(b) family/parental, and (c) personal matters and morale. After
analyzing the challenges related to school management, sub-categories
were found that included (a) building a cohesive relationship with the
12. HERNANDEZ, MURAKAMI, MENDEZ-MORSE, BYRNE-JIMENEZ,& MCPHETRES15
school principal; (b) working with classroom teachers and other school
staff; and (c) understanding curriculum issues and managing time (see
Table 3).
Table 3
School Management Challenges
Sub Category A
Working with other administrators who do not hold the same or a
similar vision
Need to adjust to a new principal who has less experience than the
assistant principle
Need to understand the principal’s vision and mission for the school
Dealing with a principal who impedes the assistant principal’s efforts
to develop students’ maximum potential
Micromanaging principals
Sub Category B
Mentoring new teachers
Dealing with pre-service teachers who do not come prepared for the
realities of the job
Dealing with absent and tardy staff that do not follow policies
Dealing with union contractual issues
Changing staff perceptions about behavior, learning, and teaching
practices
Handling legal issues with personnel
Sub Category C
Addressing the number of students dropping out of school
Overcrowded schools
Being responsible for testing, curriculum, discipline, special ed.,
ESOL
Promoting student academic growth and, specifically, selecting the
correct curriculum that will enhance academic growth
Making time to visit classrooms (7)*
Excessive paperwork (8)*
* Represents how many participants listed the designated entry as a
challenge
13. 16 NATIONALFORUM OF EDUCATIONAL ADMINISTRATION ANDSUPERVISION JOURNAL
The data suggests that Latina/o assistant principals perceived
challenges impeding their ability to build a cohesive relationship with
the school principal. That is, some of the participants did not see
themselves as participating in a team with the school’s principal, and,
as one assistant principal indicated, the school’s principal impeded his
or her efforts to meet student needs. These challenges were
exacerbated because most assistant principals, and their work
responsibilities, are generally decided by the school principal.
The data reveals (strictly from a headcount) that the Latina/o
assistant principals identified both excessive paperwork and
insufficient classroom-visit time as their biggest challenges. For
assistant principals who aspired to the school principal role (The
authors further discuss aspirations later in the study), managerial
responsibilities such as paper work could impede these respondents’
development of becoming an instructional leader. For example,
Greenfield (1985) suggests that researchers should re-conceptualize
the assistant principal role, which should “include a major
organizational responsibility for identifying and solving problems of
instructional practice and program articulation, and for guiding and
supporting the efforts of teachers to grapple with and solve those
problems” (p. 88).
Another significant category of challenges that Latina/o
assistant principals faced in their work (according to the number of
responses) stemmed from the roles that the families played in the
academic and social life of their school-age children. Overwhelmingly,
the Latina/o assistant principals listed promoting parental involvement
as a challenge to student learning. It is evident here that these assistant
principals understood the importance of parental involvement and the
influence it can have on a student’s education (see Table 4 for
family/parental challenges).
14. HERNANDEZ, MURAKAMI, MENDEZ-MORSE, BYRNE-JIMENEZ,& MCPHETRES17
Table 4
Family/Parental Challenges
Promoting parental involvement that assists with student
learning (10)*
Communicating with parents and having them accept
responsibility
Promoting parents’ understanding of the importance of
education and getting them involved in school events
Dealing with parents who, despite knowing little about
education, tell school administrators what to do and how to do
it
Addressing students’ lack of respect toward their parents
Addressing the lack of parental support in instruction and
discipline
Addressing parents’ insufficient responsibility for students’
attendance
Encouraging parents to work with teachers and administrators
as a team
Providing guidance to parents to become better parents
Dealing with a lack of support from parents because they work
two or more jobs
Dealing with students who are left to raise themselves and their
siblings
Increasing parental involvement among Hispanic families
Dealing with parents and their inability to work with the
school—the goal being to improve the behavior or attitudes of
the parents’ children
Dealing with difficulties in interactions with younger parents
Dealing with high rates of student mobility
* Represents how many participants listed the designated entry as a
challenge
The participants described the challenges in ways that
highlighted how the challenges were directly linked to student
15. 18 NATIONALFORUM OF EDUCATIONAL ADMINISTRATION ANDSUPERVISION JOURNAL
learning. The respondents, rather than simply blame parents for their
school-age children’s academic problems, understood well the
importance of promoting and encouraging parental involvement. The
respondents’ statements appear to represent a shift away from a deficit
perspective to a more positive one, drawing attention to parents’
significant child-education roles and to student outcomes.
The literature on assistant principals rarely mentions working
with parents as one of the responsibilities of these leaders, nor does it
list parent involvement as one of their biggest challenges. Not
surprising is that Latina/o assistant principals would identify the vital
relationship between family and education. The value of family has
been documented as one of the cultural-specific values spanning
multiple Spanish-speaking groups (Ferdman & Gallegos, 2001;
Hernandez, 2005; Marin & Marin, 1991; Hernandez, 2008; C. Suárez-
Orozco & Suárez-Orozco, 1995; M. M. Suárez-Orozco & Páez, 2002;
Valencia, 2002; Valenzuela, 1999). Familialism, also known as
familismo (Marin & Marin, 1999), involves a person’s strong
connection to immediate and extended family members and serves to
protect family members and to provide them with emotional support
when needed.
Finally, the Latina/o assistant principals reported challenges
that were simultaneously personal and vocational. For example, many
of the listed challenges under the “personal” category affected the
morale of the given assistant principal. Several of the participants
listed “lack of support systems” and “pleasing all stakeholders” as
challenges (see Table 5).
16. HERNANDEZ, MURAKAMI, MENDEZ-MORSE, BYRNE-JIMENEZ,& MCPHETRES19
Table 5
Personal/Morale Challenges
Long hours away from family
Insufficient hours in the day
Work to be done within short periods of time
Lack of support systems
Excessive number of meetings
Absence of decision-making power
Pleasing all stakeholders
Balancing work and personal life
Time management (8)*
* Represents how many participants listed the designated entry as a
challenge
These types of challenges could and did affect the morale and
self-confidence of the Latina/o assistant principals. Similarly, the
participants listed “time away from family” and “balancing work and
personal life” as personal challenges resulting from school-
administrator work. Although present across multiple groups of the
NLLP surveyed assistant principals, rarely are these types of family-
related challenges addressed in the literature. As with the challenges
that the surveyed assistant principals listed for parent involvement,
several participants reported that two major challenges were excessive
paperwork and insufficient time in the workday regarding students and
academic issues.
Discussion
This data represents new information about Latina/o school
administrators, particularly those who serve as assistant principals.
While Latinas have often struggled to enter the administrative ranks,
and have often needed sponsors or mentors who would encourage
them in this direction, this report indicates that Latinas are, in fact,
increasing in number as administrators. Perhaps this trend is due to the
17. 20 NATIONALFORUM OF EDUCATIONAL ADMINISTRATION ANDSUPERVISION JOURNAL
opportunities to which women, in general, have access today in
comparison with the past. Fiore, Curtin, and Hammer (1997) in their
report on school administrators suggest that more minorities are
entering the school administrative ranks. Not only are more Latinas
entering administration but, as the current report shows, they exhibit
more confidence in navigating toward administrative work
(Hernandez, 2008).
The current report also highlights the importance of labels used
to describe Spanish-speaking individuals. Labels have played and
continue to play a role in the lives of Spanish speakers. The Latina/o
assistant principals differed from one another regarding their
preference for a personal racial and ethnic identity. The largest group
preferred to be called “Cubans.” This preference rested on the
geographical location attributable to those individuals who took the
NLLP survey. RISE distributed NLLP surveys to Latina/o assistant
principals working in the Southeast United States, including the state
of Florida. Many people of Cuban ancestry live in Florida, a
demographic fact that could account for the many Cuban assistant
principals who have participated in the aforementioned surveys.
Another explanation for the assistant principals’ answers to identity-
related questions on the NLLP survey is that national origin is
becoming more important to Spanish speakers living in the United
States. According to Stepick and Stepick (2002) “not only are Cubans
the most economically successful Latinos in the United States, but for
forty years they have evinced an extraordinary solidarity based upon
an identity as intransigent anticommunist Cuban patriots” (p. 75).
Most of the Latina/o assistant principals worked in regular
elementary and secondary schools and magnet schools. Further, 68%
of the assistant principals worked in urban schools with diverse
students. The diversity in question includes student traits such as race,
economic status, and first language. The schools in which the Latina/o
assistant principals worked also enrolled large numbers of students.
The composition of the schools in which these leaders were working is
consistent with Ortiz’s (1982) findings in her hallmark study of career
patterns for women and individuals of color. Ortiz found that most
school administrators of color worked in schools with a high
18. HERNANDEZ, MURAKAMI, MENDEZ-MORSE, BYRNE-JIMENEZ,& MCPHETRES21
concentration of students of color, poor students, and students whose
first language was not English. This finding is also consistent with a
corresponding finding relative to the teaching ranks. According to
Monsivais (1990), 67% of Latina/o teachers worked in high-poverty
and overcrowded schools.
Examining this consistent placement of Latina/o school leaders
in these schools becomes problematic for several reasons. First, the
potential to pigeonhole Latino school leaders in particular work
settings can result in the assumption that they are only sufficiently
qualified to work with and lead other minorities. In fact, at the national
level, principals of color have often worked in culturally,
linguistically, and economically diverse schools (Ortiz, 1982). Second,
the Latina/o assistant principals were quite consistently working in
particular types of settings: namely, some of the very toughest schools
with some of the very neediest students, and schools exhibiting
substantive gaps in achievement among student groups. Although
Latino leaders have successfully faced these challenges of educating
culturally, linguistically, and economically diverse students (see
Hernandez, 2007), this placement can also use assistant principals’
skills in narrow ways and can, therefore, negatively influence the
assistant principals’ promotion beyond the school level.
Finally, the current study’s findings when combined with the
admittedly rather small amount of assistant principal literature, and
even smaller amount for Latino assistant principals can help us
identify four overarching theories pertaining to the role of the assistant
principal: (a) The roles of the assistant principal are constantly
changing, are fragmented, and are dependent on the school principals.
The ambiguity that results from this ill-defined position can weaken
the relationship between the principal and assistant principal. (b)
Overall, the assistant principal position does not involve instructional-
leadership practices; that is, most assistant principals are not directly
interacting with school issues related to curriculum, instruction, and
assessment. In cases where assistant principals are involved in these
instruction areas, activities related to school discipline and
management generally take priority over all other responsibilities.
(c) As a result of tenet (b), most assistant principals are gaining neither
19. 22 NATIONALFORUM OF EDUCATIONAL ADMINISTRATION ANDSUPERVISION JOURNAL
the skills nor the training that would prepare them for the principalship
or for instructional leadership. (d) As a result of tenet (c), assistant
principals are trying to re-conceptualize their own position,
particularly in the area of discipline and family involvement, so that
students stay in school and are supported at home.
Implications for Principal-Preparation Programs
These findings provide insights into the demographics, work,
and challenges of Latina/o assistant principals. In addition, the
findings point to a larger problem in principal-preparation programs.
That is, the assistant principalship and its ambiguous roles are rarely
addressed in leadership programs. In order to prepare people in the
field of education for the assistant principal role, leadership programs
must consider the following. First, leadership programs rarely, if at all,
discuss the role of the assistant principal in their preparation programs.
Yet, most of the students in principal-preparation programs will enter
the administrative ranks through the assistant principalship. Preparing
these leaders to work within a system that has no clear job description
for the assistant principalship is imperative because most roles
undertaken by assistant principals are vague and ambiguous and
involve issues related to discipline, to school management, and to the
bureaucratic nature of schools. Assistant principals often work with
students who either struggle or are on the fringes of schools, and find
their work assignments at the discretion of the school’s principal. With
this in mind, preparation programs should consider making the
assistant principalship a component of preparation for all school
leaders.
There is still much more to learn about the assistant principal
position in general and Latina/o assistant principals specifically. These
findings help us better understand the unique position occupied by
Latina/o assistant principals in K-12 schools and that can help us
improve our work in principal-preparation programs.
20. HERNANDEZ, MURAKAMI, MENDEZ-MORSE, BYRNE-JIMENEZ,& MCPHETRES23
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Authors
Frank Hernandez, PhD is Dean of the College of Education at The
University of Texas of the Permian Basin. He has been studying
Latino school leaders for 12 years and has published widely on this
topic.
Elizabeth T. Murakami, PhD is a Professor and Programs Director in
Educational Leadership at Texas A&M University-San Antonio. Her
research focuses on school leadership, social justice, identity, and
gender/ race.
Sylvia Mendez-Morse, PhD is an Associate Professor in the College
of Education at Texas Tech. She has 39 years of experience as an
educator and/or leader at campus, district, and higher education levels.
She is an Associate Professor at Texas Tech University.
Mónica Byrne-Jiménez, PhD is an Associate Professor in
Educational Leadership & Policy Studies at Hofstra University. Her
research focuses on Latina/o identity and leadership, the role of faculty
diversity on doctoral student experiences, and leadership
development.
Jonathon McPhetres, Doctoral Student at the University of Rochester
was a Research Associate in the College of Education at The
University of Texas of the Permian Basin. He recently completed his
master’s degree in psychology.