Date of Award
Winter 1-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
First Advisor
Whitney McIntyre Miller
Second Advisor
Kevin Nguyen-Stockbridge
Third Advisor
Kris De Pedro
Abstract
More than half of all students in public schools identify as Students of Color. However, there is an underrepresentation of PreKindergarten (PK)-12 Administrators of Color in public schools, including Latinx men administrators. Furthermore, the literature on the experiences and leadership practices of PK-12 Administrators of Color has mostly been on Women of Color and has utilized a phenomenology or case study research design. Therefore, this study sought to address these gaps in the literature by examining the experiences and leadership practices of Transitional Kindergarten (TK)-12 Latinx Men Administrators by centering their voices. This study utilized a Latinx Critical Race Theory framework, a Critical Race CounterStorytelling, and Narrative Inquiry methodology as a lens to examine the educational, life experiences, and leadership practices of TK-12 Latinx Men Administrators in an in-depth and meaningful way. The counterstories of this study derived from individual, semi-structured, open-ended interviews and revealed the participants’ perseverance through discrimination as Men and Educators of Color as well as their culturally responsive leadership practices. The findings of this study also suggested implications for practice for TK-12 public school districts and higher education institutions.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Epinoza, P. (2024). Leading towards racial justice: Counterstories of TK-12 Latinx men administrators [Doctoral dissertation/Master's thesis, Chapman University]. Chapman University Digital Commons. https://doi.org/10.36837/chapman.000526