Elementary principal leadership for equitable learning environments for diverse Latina/o students

Abstract

The purpose of this study was to present a critical examination of the narrow view of “highperforming schools” as related solely to student test scores, particularly in light of existing theory and
models of culturally relevant, responsive, and reciprocal teaching and learning for Latina/o students
with disabilities. The framework and guiding hypotheses presented in this paper are derived from the
findings and subsequent analyses of data generated from a larger study of principal leadership of two
Title 1 bilingual elementary schools in which at least 80% or more of the students achieved scores of
“proficient” or above on the state accountability tests for at least three consecutive years. Findings
are presented in light of tensions and contradictions among the principals’ beliefs, knowledge, and
actions taken with regard to programs and services in relation to the complex and non-linear
intersectionality of culture, language, economic diversity, and disability for Latina/o students
receiving general and special education services. In particular, findings critically highlight the tensions,
contradictions, and hegemonic nature of the principals’ beliefs regarding the influence of
socioeconomic status on schooling, as well as their knowledge of second language acquisition
processes, and the resulting decision making and programming for Latina/o ELLs with disabilities that
bring into question whether these high-performing schools were socially just or equity oriented. The
paper concludes with a focus on broadening the current discussion of equity- and social justiceoriented leadership for diverse Latina/o students.