Latinas Leading for Social Justice: Resistance and Recognition Through Dual Language Programs

• In Event: Roundtable Session 24
  In Roundtable Session: Hispanic Issues: Language and Other Cultural Topics

Abstract

Leadership studies and student academic achievement research identify the principal as a central figure in assisting to close the achievement gap (Gerhart, Harris, & Mixon, 2011). Latina principals lead in the shadows of school administrators, and represent a minority within a minority in educational leadership and scholarship. This narrative study focused on Latina principals’ leadership approach to the implementation of Dual immersion bilingual programs in Southern California. Data were collected through individual interviews, which elicited the participants’ testimonios (Delgado Bernal, 1998) as they recounted their experiences as English language learners and how those experiences impacted the way they lead their schools today.

Authors

• Elva Cortez, Los Angeles Unified School District

• Sharon H. Ulanoff, California State University - Los Angeles