Learning From the Experiences and Development of Latina School Leaders

2019 ◽  
Vol 56 (3) ◽  
pp. 472-498 ◽  
Author(s):  
Melissa A. Martinez ◽  
Marialena Rivera ◽  
Jocabed Marquez
Keyword(s):  
United States ◽  
School Leadership ◽  
School Leaders ◽  
The United States ◽  
Student Population ◽  
Social Identities ◽  
Research Approach ◽  
District Administrators ◽  
Career Trajectories ◽  
Leadership Pipeline

Purpose: With the rise of the Latinx student population in the United States and the urgency to meet the needs of this diverse community, there has been an increased concern and interest in preparing more Latinx educators and school leaders. This study contributes to this knowledge base by centering the voices and experiences of four Latina school leaders in the United States. All of the school leaders were current or former school principals and/or assistant principals at the time of the study, with three being from Texas and one from California. Research Approach: Drawing on the methodological tenets of testimonio, this study asked: What are Latina school leaders’ professional experiences like, both positive and negative, given the intersectionality of their social identities? Utilizing intersectionality as a theoretical framework provided the means to analyze and understand Latina school leaders’ multiple social identities and the role that such identities played in their professional roles and career trajectories as school leaders within the larger context of educational politics and systemic inequities. Findings: Testimonios of participants centered on four themes related to how they confronted gender roles and expectations of motherhood, the criticality of mentorship, how they confronted and addressed racism and sexism, and harnessed bilingualism to empower self and others. Implications: Findings help inform those seeking to meet the needs of our growing Latinx student population, including school district administrators, current and upcoming school leaders, and those working to prepare a more diverse school leadership pipeline.

The criteria and training for the position of school leadership in the United States of America and the Turkish Republic of Northern Cyprus

2018 ◽  
Vol 8 (1) ◽  
pp. 31-38
Author(s):  
Kenan Ozberk ◽  
Gulsun Atanur Baskan
Keyword(s):  
United States ◽  
School Leadership ◽  
United States Of America ◽  
School Leaders ◽  
Document Analysis ◽  
The United States ◽  
Ministry Of Education ◽  
Turkish Republic ◽  
Data Collection Process ◽  
Northern Cyprus

The purpose of this study is to compare and contrast the procedure of choosing and appointment of school leaders in the United States of America and the Turkish Republic of Northern Cyprus (TRNC) and make suggestions regarding the procedures to be followed in TRNC. In the data collection process, the qualitative research method document analysis was used. Dissertations, scientific articles, laws, regulations and websites were searched to collect the data. The training, selection and appointment of school leaders in the United States of America, which has a deep-rooted past regarding the training of school leaders’ and the procedures followed by the TRNC regarding the appointment of school leaders were studied. The procedures followed by the two countries were compared and the dissimilarities were detected. Suggestions were made to the Ministry of Education and Culture of the TRNC for the changes to be made in the appointment of school leaders. Keywords: School, school leader, the United States of America, Turkish Republic of Northern Cyprus, document analysis.  

Preparation Programs for School Leaders

2020 ◽  
Author(s):  
Bruce G. Barnett ◽  
Nathern S.A. Okilwa
Keyword(s):  
United States ◽  
Leadership Development ◽  
School Leadership ◽  
School Leaders ◽  
Leadership Preparation ◽  
The United States ◽  
Cultural Norms ◽  
Long Distance ◽  
Preparation Programs ◽  
Norms And Values

For over 50 years, school leadership preparation and development has been a priority in the United States; however, since the turn of the century, school systems, universities, and professional associations around the world have become more interested in developing programs to prepare aspiring school leaders and support newly appointed and experienced principals. This increased global attention to leadership development has arisen because public or government school leaders are being held accountable for improving student learning outcomes for an increasingly diverse set of learners. Because school leadership studies have been dominated by American researchers, global program providers tend to rely on Western perspectives, concepts, and theories, which may not accurately reflect local and national cultural norms and values. As such, calls for expanding research studies in non-Western societies are increasing. Despite relying on Western-based leadership concepts, leadership preparation programs outside the United States differ substantially. Cultural norms and values, infrastructure support, and social and economic conditions influence the availability and types of programs afforded to aspiring and practicing school leaders. As a result, there is a continuum of leadership development systems that range from: (a) mandatory, highly regulated, and well-resourced comprehensive programs for preservice qualification, induction for newly appointed principals, and in-service for practicing school leaders to (b) non-mandatory, minimally regulated, and moderately resourced programs to determine eligibility for positions and induction to the role to (c) non-mandatory, poorly regulated, and under-resourced programs, which are offered infrequently, require long distance travel, and participants costs are not covered.

Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork

2021 ◽  
Vol 31 (1-2) ◽  
pp. 142-157
Author(s):  
Terri N. Watson ◽  
Gwendolyn S. Baxley
Keyword(s):  
Black Women ◽  
School Leadership ◽  
School Leaders ◽  
Black Children ◽  
The United States ◽  
Black Girls ◽  
Racial Biases ◽  
Black Girlhood ◽  
Patricia Hill Collins ◽  
Educational Advocacy

Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.

Perceptions, reality and semantics: exploring perceptions of coaching and academic advising as distinct roles

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Alicia Sepulveda ◽  
Matthew Birnbaum
Keyword(s):  
Higher Education ◽  
United States ◽  
Academic Advising ◽  
Distinct Type ◽  
The United States ◽  
Research Approach ◽  
Clear Understanding ◽  
Academic Coaching ◽  
Content Type ◽  
Practical Implications

PurposeCoaching in higher education has become increasingly common across the United States. Our qualitative study explores the perceptions of coaches and advisors, as they consider academic coaching as a role distinct from academic advising.Design/methodology/approachOur study adopts a qualitative research approach. Two focus groups were conducted with 14 coaching and academic advising professionals.FindingsOur findings identify at least three major themes when considering academic coaching as a role distinct from academic advising: (1) Potential role overlap, (2) Caseload disparities and (3) Philosophical differences. The indiscriminate use of the title of “coach” contributed to confusion, ambiguity and tension.Practical implicationsWithout a clear understanding of the coach role as a distinct type of support in higher education, confusion and ambiguity are likely to continue.Originality/valueNo studies have explored the perceptions of coaches and advisors, as they consider academic coaching as a role distinct in the United States.

scholarly journals A University as the Center of Change: Preparing Educational Activists and Change Leaders

2021 ◽  
Vol 6 (1) ◽  
pp. 22-32
Author(s):  
Matthew Militello ◽  
Lynda Tredway ◽  
Lihi Rosenthal ◽  
James Ronald Welch
Keyword(s):  
United States ◽  
Doctoral Students ◽  
Educational Equity ◽  
School Leaders ◽  
The United States ◽  
Educational Community ◽  
Participatory Action ◽  
District Leaders ◽  
Change Leaders ◽  
East Carolina University

The East Carolina University International EdD supports school leaders in the United States and across the globe to address local educational equity challenges. To achieve this, we prepare and support school and district leaders to use evidence as practitioner-researchers together with members of their educational community. As a result, the reimagined EdD harnesses the power and utility of participatory action and activist research to address a contextualized, equity-focused dissertation in practice. We explore how two doctoral students have transformed their practices during and after their EdD experience.

The comparison of social studies textbooks in Turkey, the United States and France based on values education

2021 ◽  
Vol 9 (2) ◽  
pp. 630-640
Author(s):  
Tuğba Kafadar ◽  
Keyword(s):  
United States ◽  
New York ◽  
Social Studies ◽  
The United States ◽  
Values Education ◽  
Study Data ◽  
Research Approach ◽  
Social Studies Textbooks ◽  
The Usa ◽  
Self Transcendence

The present study aimed to compare social studies or equivalent course textbooks in Turkey, the United States, and France (ethics-citizenship education) based on values education content. The study was designed with the holistic multi-case method, a qualitative research approach, and the study data were collected with document analysis. The study group was assigned with criterion sampling, a purposive sampling method. The study data were analyzed with the content analysis technique. The study findings were as follows: Value dimensions in the textbooks employed in the three countries were similar in the self-transcendence value dimension in Turkey and France, while self-enhancement value dimension was identified in the US (New York) textbooks. Analysis of the value types identified in the textbooks of the three countries demonstrated that the achievement category was prominent in Turkish and American (New York) textbooks, while universalism-concern value type was observed in France. Modesty value type was observed the least in the USA (New York) and France textbooks. However, the least frequent category was prestige in Turkish textbooks. The instruction approaches that were frequently observed in the textbook learning-instruction processes in the three countries were similar and the value explanation approach was adopted in Turkish and American (New York) social studies and French ethics-citizenship textbooks. The least frequent value instruction approaches in the textbooks were value instruction by observation in Turkish and French textbooks and moral reasoning method in the American (New York) social studies textbooks. Furthermore, American (New York) textbooks did not employ the value instruction by observation approach.

The Impact of Identity and Culturally Responsive School Leadership: Leaders of Schools and Programs for the Deaf

2019 ◽  
pp. 120-144
Author(s):  
Catherine A. O’Brien
Keyword(s):  
Identity Development ◽  
School Leadership ◽  
Culturally Responsive ◽  
School Leaders ◽  
The United States ◽  
Deaf Culture ◽  
Deaf Children ◽  
Deaf Students ◽  
Schools For The Deaf ◽  
Almost All

This chapter explores the relationship between culturally responsive school leadership and school culture in schools for the deaf. The author demonstrates how Deaf culture, identity, and culturally responsive school leadership intertwine and influence each other. This chapter reports on observations of and interviews with leaders in six schools for the deaf in the United States. Many current school leaders serving Deaf children lack knowledge and understanding of Deaf culture and Deaf identity. Culturally responsive leaders in the schools for the deaf that were studied were almost all part of Deaf culture. If school leaders are to better meet the needs deaf students’ education and identity development, they must recognize the students’ cultures and identities. The author makes a plea for better equipping potential principals and other leaders of schools for the deaf.

Exploring Diverse Voices in the Classroom

2019 ◽  
Vol 33 (2) ◽  
pp. 97-99
Author(s):  
Chiao-Wei Liu
Keyword(s):  
United States ◽  
Music Education ◽  
Cultural Diversity ◽  
The United States ◽  
Student Population ◽  
Music Programs ◽  
Ethnic Stereotypes ◽  
Diverse Student ◽  
Diverse Student Population ◽  
Racial Ethnic

With the increasing diverse student population in the United States, schools across the country face the challenge of addressing cultural diversity in the classroom. While this topic is not new in the field of music education, researchers argue that voices of minoritized groups remain absent in most music programs. Even if different music cultures are introduced, they often reinforce existing racial/ethnic stereotypes. In this column, I would like to share one concept that I found helpful in addressing diversity in the classroom. Through my own work, I learned that the music with which students engage outside the classroom affords rich potential to discuss issues related to diversity. Inviting students to bring in music that matters to them helps them develop their own voices and to recognize and respect different voices, through which we acknowledge the complexity and multiplicity of how diversity plays out in human experiences.

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