Latinas Leading Schools

<p>As the first scholarly book of its kind this edited volume brings together educational leadership scholars and practitioners from across the country whose research focuses on the unique contributions and struggles that Latinas across the diaspora face while leading in schools and districts. The limited though growing scholarship on Latina administrators indicates their assets particularly those rooted in their sociocultural linguistic and racial/ethnic backgrounds their <em>cultura</em> are undervalued in research and practice (Hernandez & Murakami 2016; Martinez Rivera & Marquez 2019; Méndez-Morse 2000; Méndez-Morse Murakami Byrne-Jimenez & Hernandez 2015). At the same time Latina administrators have reported challenges related to: isolation (Hernandez & Murakami 2016) a lack of mentoring (Méndez-Morse 2004) resistance from those who expect a more linear hierarchical form of leadership (Gonzales Ulloa & Muñoz 2016) balancing varying professional and personal roles and aspirations (Murakami-Ramalho 2008) as well as racism sexism and ageism (Bagula 2016; Martinez Marquez Cantú & Rocha 2016). </p><p> </p><p>The impetus for this book is to acknowledge explore theorize and expand our understanding of how Latinas' success as school and district leaders is informed by such gifts including their prioritizing of <em>familia </em>and <em>communidad</em> relationship building reciprocity and advocacy in the face of such challenges. Thus this volume covers four topical areas: 1) Testimonies and reflections from the field/<em>Testimonios y reflexiones del campo</em> 2) Leading in relationship <em>comadrismo</em> with and for community/<em>Liderazgo en relación comadrismo con y para la comunidad</em> 3) School community leaders(hip)/<em>Lider</em>(azgo) <em>escolar y comunitario </em>4) Learning from the experiences of others/<em>Aprendiendo de las experiencias de otras.</em></p>