The primary purpose of this qualitative study was to explore the educational experiences and leadership behaviors of five South Texas high school principals, in the context of the practice of multicultural education and Hispanic student achievement. Through the recounting of the principals’ personal stories, experiences, and artifacts, several themes emerged in the analyses of the data collected for this study: multicultural education, effective schools, and culturally Responsive Leadership.
Subthemes for the study included high expectations, collaboration, relationships, empowering school culture, equity pedagogy, communication, vision for success, Hispanic principal leadership, and Hispanic student achievement. Findings for the study further revealed that:
1. Each of the five principals articulated, supported, and fostered a culture of high expectations.
2. Collaboration, among staff, students, and the extended learning community, was a designated priority in these high-performing schools.
3. Principals in each of the five high schools understood the significant value of developing, nurturing, and maintaining productive, caring relationships.
4. Principals understood the value of creating a school culture that empowered students and staff to aspire toward quality teaching and learning.
5. Principals understood and worked vehemently to provide equity pedagogy which addressed the needs of all students.
6. Principals understood the power of varied forms of communication in shaping and supporting the mission of their schools.
7. Principals in these high-performing schools developed and steadfastly articulated a clear vision of success for their schools.
8. Hispanic principals provided unique, relevant, and effective leadership in support of their Hispanic students.
9. Neither school/community demographics nor socioeconomic status determined the potential for Hispanic student success in each of the schools led by the study’s participants.
While each of the principals in this study used a variety of means to create and support learning environments conducive to all students, each assumed personal responsibility for the success of his/her students, and each worked to empower their Hispanic students through his/her own personal histories and experiences. Thus, the significance of this study lies in the potential to impact Hispanic student achievement by developing school leaders and creating school structures that support culturally diverse students.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/148257 |
| Date | 14 March 2013 |
| Creators | Rios, Sylvia 1954- |
| Contributors | Larke, Patricia J, Lira, Juan |
| Source Sets | Texas A and M University |
| Detected Language | English |
| Type | Thesis, text |
| Format | application/pdf |
Page generated in 0.0022 seconds