Building 21st Century Bilinguals: Advancing Latinx Dual Language Learners' STEM Through Equity and Excellence in School Leadership

• In Event: Leading for Language Learning: Equity, Excellence, and Deficit Resistance

Abstract

The present study examines elements of culturally and linguistically diverse school leadership in light of Arizona’s restrictive language policy; Structured English Immersion. Latinx DLLs are severely underrepresented in science, technology, engineering, and mathematics (STEM) majors and careers. Using tenets from the Culturally and Linguistically Diverse (CLD) Framework, this study explores the ways school leaders navigate SEI to increase Latinx dual-language learners (DLLs) access to STEM. With attention to equity and excellence in the analysis, three themes were identified: a) maneuvering around restrictive policy through technology; b) bilingual and stem advocates; and c) creating an integrated school through technology as ways school leaders improved DLLs’ access to STEM. Implications from the study are presented against policy and practice.

Authors

• Angela Cruze, University of Arizona

• Sei Eun Kim, Teachers College, Columbia University