Self-Efficacy Within Cultural Representation of Latino Teachers Moving Into the Administrative Pipeline

• In Event: Sheraton Roundtable Session Ten
  In Roundtable Session: Engaging Educators in Equity-Focused Change (Table 17)

Abstract

The Clark County School District (CCSD) ranks fifth in the United States with 315,646 students. Almost 12.5% of teachers and 12.1% of administrative positions are Latino, whereas Latino students account for 46.4% of all CCSD students.

Representation is important for teaching and administrative staff, which supports self-efficacy of Latino students and administrators.

This paper addresses the experiences of Latino teachers seeking to achieve a representational voice to effect educational change on a larger scale within their school district. This study is achieved through a qualitative exploration of mid-career teachers moving through the leadership pipeline, and lays the foundation for greater understanding of culture and representation for educational change, by describing and acknowledging barriers to education within the Latino community.

Authors

• LeAnne C. Salazar Montoya, University of Nevada - Las Vegas
  Presenting Author

• David Wade, University of Nevada - Las Vegas
  Presenting Author