Abstract

The purpose of this qualitative phenomenological study is to investigate the impact Hispanic school leaders have in schools that are primarily Hispanic. The Hispanic community is one of the fastest-growing in the United States. Hispanics are the largest student group represented in elementary and high schools yet are disproportionately underrepresented in school leadership. Hispanic school leaders experience challenges in gaining the education, opportunities, and work experience to achieve leadership roles in schools. Once Hispanic leaders gain leadership roles and grow in experience, they face challenges implementing policies that positively impact their school community. A review of the literature identified challenges Hispanic leaders face in the workplace to achieve leadership roles in schools. It also looked at the challenges Hispanic students face and the need for mentorship. The literature notes that Hispanic students benefit from same-race leaders who can share background, life experiences, shared values, and provide mentorship. The goal is to identify Hispanic school leaders' impact on students of the same race. The literature reviewed provided support on how mentorship and social capital impacted Hispanic students. Through semi-structured interviews with 15 Hispanic school principals, the researcher was able to collect data. The principals shared their perspectives during the interviews on their experience with the phenomenon. The data was analyzed, disaggregated, and coded to reveal key themes.

Library of Congress Subject Headings

Educational leadership--Hispanic Americans; Students--Hispanic Americans; Education--United States

Date of Award

2022

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Gabriella Miramontes

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