Bridging the gap: experiences in researching Latinx representation in PK-12 educational leadership
Purpose – The purpose of this case study is to explore innovative approaches to addressing the persistent underrepresentation of Latinx individuals in PK-12 educational leadership positions. By examining the Latinx Educational Leadership Roundtable at X State University, the study aims to identify e...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Emerald Publishing
2025-05-01
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| Series: | School-University Partnerships |
| Subjects: | |
| Online Access: | https://www.emerald.com/insight/content/doi/10.1108/SUP-09-2024-0021/full/pdf |
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| Summary: | Purpose – The purpose of this case study is to explore innovative approaches to addressing the persistent underrepresentation of Latinx individuals in PK-12 educational leadership positions. By examining the Latinx Educational Leadership Roundtable at X State University, the study aims to identify effective strategies for developing and supporting Latinx educational leaders. It seeks to understand the role of storytelling, cultural affirmation, mentorship and safe spaces in leadership development. The research intends to provide insights into overcoming systemic barriers and psychological challenges faced by Latinx educators, with the ultimate goal of informing practices and policies that can increase Latinx representation in educational leadership and create more inclusive, culturally responsive educational environments. Design/methodology/approach – This essay explores the underrepresentation of Latinx individuals in PK-12 educational leadership positions and provides a best practices case study of the Latinx Educational Leadership Roundtable at a state university. It employed a qualitative, participatory research approach, focusing on the lived experiences of Latinx educational leaders. The research centered on the Latinx Educational Leadership Roundtable at X State University, which brought together 11 participants: four principal licensure students and five practicing administrators from partner school districts. Data collection methods included open discussions, networking sessions and resource sharing activities. The roundtable met twice during a spring semester, with participants also having opportunities for individual mentoring sessions. Student participants facilitated discussions to minimize potential limitations from white instructors. Findings – The study revealed five critical themes. The power of storytelling in building community and challenging dominant narratives, fostering a sense of shared identity among Latinx leaders. The importance of cultural affirmation in fostering belonging and empowerment, combating feelings of isolation in predominantly white institutions. The crucial role of mentorship and networking in career advancement, addressing the scarcity of Latinx mentors in leadership positions. The necessity of safe spaces for open dialogue and addressing unique challenges, providing refuge from microaggressions and stereotypes. The value of innovative, culturally responsive practices in leadership development, such as gratitude circles, which align with Latinx cultural values. These findings underscore the effectiveness of targeted, culturally responsive interventions in supporting Latinx educational leaders. Research limitations/implications – This study underscores the need for multifaceted approaches to increase Latinx representation in educational leadership. Findings suggest implementing culturally responsive leadership programs, mentorship initiatives and safe spaces for dialogue. The research highlights the potential for school–university partnerships to address systemic barriers. Limitations: The study’s small sample size and focus on one institution limit generalizability. The short-term nature of the roundtable may not capture long-term impacts. Participant self-selection could introduce bias. The study’s regional context may not reflect challenges in other geographical areas. Future research should explore longitudinal outcomes, examine diverse institutional contexts and investigate the scalability of such initiatives across different educational settings. Practical implications – The study offers several practical implications. Educational institutions should implement culturally responsive leadership development programs incorporating storytelling and cultural affirmation. Create safe spaces for dialogue and peer support among Latinx educators. Develop robust mentorship programs pairing aspiring Latinx leaders with experienced administrators. Review and revise hiring practices to eliminate bias and increase diversity in leadership positions. Policymakers should allocate funding for diversity initiatives and mandate inclusion training. Implement accountability measures for increasing Latinx representation in leadership. Aspiring Latinx leaders should actively seek mentorship, engage in storytelling and build strong professional networks. Embrace cultural identity as a strength in leadership roles. These strategies can contribute to increasing Latinx representation in educational leadership and fostering more inclusive educational environments. Originality/value – This study’s originality lies in its innovative approach to addressing Latinx underrepresentation in educational leadership. It examines a unique intervention – the Latinx Educational Leadership Roundtable – providing insights into effective, targeted support strategies. The research employs a participatory approach, centering Latinx voices and experiences in the study design and implementation. It explores the intersection of storytelling, cultural affirmation and leadership development in a novel way. The study investigates the role of safe spaces and culturally responsive practices in nurturing Latinx leaders. It offers a comprehensive view of the challenges and opportunities in developing Latinx educational leaders, bridging theory and practice. The research provides a model for school–university partnerships aimed at increasing diversity in educational leadership. |
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| ISSN: | 1935-7125 2833-2075 |