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作者

来源

URBAN EDUCATION,Vol.52,Issue10,P.1167-1203

语言

英文

关键字

leadership; identity; Hispanic students; urban education; principals; Hispanic education; REPRESENTATIVE BUREAUCRACY; EDUCATIONAL-LEADERSHIP; PUBLIC-SCHOOLS; MINORITY-STUDENTS; RACE; TEACHERS; ACHIEVEMENT; ETHNICITY; JOB; MATHEMATICS

作者单位

[Crawford, Emily R.] Univ Missouri, Dept Educ Leadership & Policy Anal, 207B Hill Hall, Columbia, MO 65211 USA. [Fuller, Edward J.] Penn State Univ, Educ Leadership Program, Educ Policy Studies Dept, University Pk, PA 16802 USA. Crawford, ER (reprint author), Univ Missouri, Educ Leadership & Policy Anal, 207B Hill Hall, Columbia, MO 65211 USA. E-Mail: crawforder@missouri.edu

摘要

More work is needed to engage the talents and empower Latino students to reach their full academic potential. We suggest that one potential cause for Latino student underperformance is the underrepresentation of Latino school leaders. Research suggests that school leaders who understand the cultural background and lived experiences of students tend to be more effective in improving student outcomes. This study explores the production and placement of Latino school leaders in Texas over two decades, and whether Latino educators who have obtained principal certification are as likely as their White peers to obtain a school leadership position.