Chapter 2: Voices of Texas Latina School Leaders

As the Latino student population in Texas grows to over 50% (Texas Education Agency [TEA], 2014) the need for culturally responsive leaders also increases (Johnson, 2006). “Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school,” (Leithwood, Seashore Louis, Anderson, & Wahlstrom, 2004, p. 2). Consequently, effective leadership that promotes students’ academic success becomes a necessity for addressing the diverse needs of students. In addition, leaders are expected to promote a school climate inclusive of all students as well as to lead professional development that is responsive to all students (Khalifya, Godden, & Davis, 2016). An examination of the demographic of Texas schools and district administrators reveals that there are minority female and male superintendents, principals, and assistant principals in public systems. In this chapter, we examine leadership practices of Latina leaders as contributing to the students’ academic success.