Supporting Mexican American Immigrant Students on the Border: A Case Study of Culturally Responsive Leadership in a Dual Language Elementary School
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Mexican American students constitute the largest group of Latina/os in the United States and have been subjected to a number of educational and social injustices, particularly with relation to how their cultural and linguistic assets are viewed within public schools. This qualitative case study considers culturally responsive leadership in a Mexican American immigrant community and examines two primary research questions: (a) What principal actions support creating a culturally responsive school partly through dual language education; and (b) What leadership challenges arise in the development of a more culturally responsive school?
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2017 ◽
Vol 47
(3)
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pp. 457-474
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2020 ◽
Vol 4
(1)
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pp. 109-126
2021 ◽
pp. 735-750
2009 ◽
Vol 111
(3)
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pp. 817-850
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