Perceived Roles of Hispanic Assistant Principals in a South Texas Rural School District PDF Download

Author: Jesse R. Salazar
Publisher:
ISBN:
Category : Hispanic American school principals
Languages : en
Pages : 266

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Author: Claudia G. Rodriguez
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ISBN:
Category :
Languages : en
Pages :

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This research study was a qualitative study involving eight current or former school board members of a recently annexed, rural, impoverished, Latino school district in South Texas. The purpose of this intrinsic case study was to highlight the plight of rural education, specifically the plight of a poor school district by examining the perceptions of the school board members. This study was organized around the following sensitizing concerns (Blumer, 1969; Patton, 2002; Schwandt, 2001): What were the school board members' perceptions about the school district prior to the annexation? What were the school board members' perceptions of the factors that contributed to the annexation? What were the school board members' perceptions of the effect of the annexation on the community? The method of inquiry was conversational information interviews (Patton, 2002), two unstructured interviews with each school board member, going where the interviews took me (Fontana & Frey, 2005). The themes revealed in the research included (1) power dynamics, with three sub-themes, (a) trusting those in power, (b) deferring to those in power, and (c) becoming those in power; (2) denial of the obvious, and (3) unspoken paternalism-the Anglo patron system. This study offers implications for policy, practice, and additional research in the areas of rural communities and rural school districts, but most importantly, it provides evidence that rural colonias located along the U.S.-Mexico border have unique educational needs. Rural school districts located along this border need strong school leaders with "a critical leadership of place that support community as a context for learning, understand that schools and their local communities are inextricably linked and that the ability of each to thrive is dependent upon the other" (Budge, 2006, p.8).

Author: Fernando Zapata Quiz
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 170

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Author: Sage Doolittle Smith
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ISBN:
Category : Hispanic American families
Languages : en
Pages :

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This study investigates principals' perceptions about the importance and degree of building relationships with Hispanic/Latino families in highly diverse schools in an Atlanta area school district. Over the past ten years, the school district's Hispanic/Latino student population increased by more than 12,000 students. The school district's current Hispanic/Latino enrollment is almost 15,000 students, which is 14.4% of the total student body. Six principals from different elementary and middle schools with growing Hispanic/Latino student populations participated in this qualitative study involving in-depth, one-on-one interviews, informal observations, and artifact collection. The data analysis process involved transcribing the interview tapes verbatim, analyzing the narratives for theme categories, and identifying the common theme patterns. Critical theorists Giroux, Apple, and Freire provided the framework to examine the principals' responses and experiences. Hegemony, patriarchy, and reciprocity are critical theory concepts used to criticize and critique the data to glean meaning and understanding of the principals' perceptions about relationship building with Hispanic/Latino parents and families. There is a disequilibrium between what the principals say is occurring at their schools and the hidden and taken-for-granted structures that exist at their schools. Based on their actions, it seems principals perceive that in order to build relationships with Hispanic/Latino families, the school leaders need to take on a patriarchal role and explain the necessary knowledge, skills, and practices to the parents. This hegemonic behavior perpetuates the dominant group's power and control over the non-dominant, oppressed groups. In addition, there was no indication that the principals gain an understanding of the Hispanic/Latino culture and language before attempting to help the families with parenting and schooling. The findings suggest that the principals are operating on the assumption that they know what is best for the Hispanic/Latino population without prior inquiry. There is little evidence that the principals believe they have something to learn from the Hispanic/Latino parents and families, thus, a reciprocal learning relationship is non-existent. These underlying beliefs and assumptions will hinder the principals from building a true relationship with the students, parents, and families who they serve in the school community.

Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776

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Author: Carlos Humberto Romero
Publisher:
ISBN:
Category : Counseling in secondary education
Languages : en
Pages : 220

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Author:
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ISBN:
Category : Education
Languages : en
Pages : 1290

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 628

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Author: University Microfilms, Incorporated
Publisher: University Microfilms
ISBN: 9780835708418
Category : Education
Languages : en
Pages : 796

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1014

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