Articles in this Issue
Navigating Advocacy and Ethics: Social Justice Educational Leaders’ Perspectives
Jill Channing, Christopher Benedetti, Kelly Brown, Noni Mendoza- Reis, and Sonia Rodriguez
Equity and inclusion efforts have increased at educational institutions in the United States. However, equity and inclusion leadership has been fraught with political challenges, as well as a lack of resources, clear strategic direction, and campus support and engagement. The purpose of this qualitative phenomenological study aimed to examine the lived experiences of educators and leaders working for social justice in educational contexts in the United States. The researchers interviewed seven participants, focusing on the research question: How do educational leaders describe the ways they navigate the ethical dimensions of advocacy? The researchers underpinned their analysis using a conceptual framework based on established frameworks for social justice leadership and Critical Race Theory; both emphasize contextual analysis and seek to challenge systemic inequities. The researchers used an inductive and iterative process that produced the following emergent theme: leaders’ development of frameworks for advocacy and ethics as they pursue social justice goals. The results suggest specific leadership strategies useful to educational leaders, such as communication, relationship-building, and ethical advocacy for their contexts.
Keywords: social justice leadership, qualitative, multi-institutional, advocacy, Critical Race Theory, inequity, leadership frameworks
“You Need People Who Support You”: Counterspaces for Women of Color Community College Faculty
Rebecca Cepeda
Research demonstrates that Women of Color faculty experience multiple systems of oppression in the academy. However, much of the literature surrounding the topic of Women of Color faculty is situated within university environments. A paucity of research sheds light on the experiences of Women of Color faculty within the community college setting. In this investigation, I explored how Women of Color community college faculty members found and engaged in counterspaces to help them navigate academia. This research study illuminates the testimonios of 10 Women of Color community college faculty across the United States. The findings of this study offer implications for researchers and community college administrators to carefully consider the experiences of Women of Color faculty within these institutional types.
Keywords: community colleges, faculty, Women of color, counterspaces
El Viaje de Exito: Building a Strong Foundation Through Equitable Coaching and Mentoring at a College of Education in a Hispanic Serving Institute
Berta Guerra and Steve Chamberlain
This narrative inquiry focuses on the coaching and mentoring experiences of a Graduate Research Assistant (GRA) within an informal mentoring program in a College of Education at a Hispanic Serving Institution (HSI). The study examines the impact of mentoring and coaching on the GRA’s professional development utilizing Yosso’s Community Cultural Wealth Theory and Gelso’s Research Training Environment as frameworks to understand that impact. The findings reveal overwhelmingly positive outcomes from the coaching and mentoring relationship. The study contributes to the existing knowledge on coaching and mentoring in academic settings. It underscores the importance of recognizing and leveraging the community cultural wealth of historically marginalized individuals in research and academia.
Keywords: coaching, mentoring, teaching and learning
Equity for English Learners: Latino Leadership in High-Need Middle Schools
Stephanie Zamora Robles
The role of the principal in high-needs schools is vital to the success of the organization. Middle school principals play a critical role in fostering a safe learning environment as middle schoolers navigate socioemotional development alongside academic demands. High-need schools are defined as those presenting a context that challenges the success of students. This qualitative case study design explored successful Latino leadership in high-need Texas middle schools. Two Latino principals serving in high-need middle schools enhanced organizational and individual performance that fostered a culture of learning and equity for ELs as they supported teachers and created inclusive learning environments for students and families. Participants expressed having high expectations, a commitment to community, held deep roots in their communities, fostered a collaborative culture, and were aware of middle schoolers’ needs. Limitations were also reported, and findings from the study offer valid information regarding potential practices for fostering an inclusive, equitable learning environment for middle school students.
Keywords: high-need schools, learning, leadership, context, English Learners, organizational performance, school culture, leading, equity
Mentor Reflections
Christopher Benedetti
Kym Acuña
Georgina Wilson
Jaime Wellborn
Mentor reflections play a crucial role in enhancing the effectiveness of mentoring relationships and programs in academia. These reflections allow mentors to critically examine their practices, experiences, and interactions with mentees, leading to improved mentoring outcomes and professional growth for both parties.