This study explored the cultural, personal, and professional experiences of Latino superintendents in California school districts. By looking at these superintendents’ experiences, supports and challenges before and after attaining the superintendency, it was hoped that the challenges Latino superintendents’ faced in negotiating culture, personal, and professional experiences would lead to an accurate picture of the role of race, culture and language in educational leadership. Specifically, this study used Critical Race Theory (CRT) as a theoretical foundation to examine both data collection and data analysis. Theoretical models of identity and socialization as related to CRT guided this study. The research design primarily used elicitation of narratives through interviews to examine the lived experiences of Latinos who are superintendents. Finally, the research has implications for both Latino and non-Latinos aspiring to attain the position of superintendent.
|Commitee:||Necochea, Juan, Ramsey, Claire|
|School:||University of California, San Diego, San Diego State University and California State University, San Marcos|
|School Location:||United States -- California|
|Source:||DAI-A 70/05, Dissertation Abstracts International|
|Subjects:||Bilingual education, School administration, Hispanic American studies|
|Keywords:||Administration, Critical race theory, Education, Identity, Latino, Superintendents|
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