Latina/o learners and academic success ¡sí se puede!

Elizabeth T. Murakami, Fernando Valle, Sylvia Méndez-Morse

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

9 Scopus citations

Abstract

Leadership, as Trueba (2004) asserted, is built on clear vision and clear goals. Having a clear vision requires a belief that what is envisioned is possible, and having clear goals requires knowing the processes needed for accomplishing those goals. Unfortunately, believing that Latina/o students can achieve academic success is not common to many educators (Romo & Falbo, 1996). Moreover, even when school leaders and teachers believe that their Latina/o students are capable of adequate or superior academic performance, having limited knowledge of effective instructional practices and programs oft en hampers their efforts (Nieto, 2010; Sleeter & Grant, 2003; Torres, 1998). Fortunately for Latina/o students, there are some principals, superintendents, teachers, researchers, and scholars who not only believe that Latina/o students can succeed academically (Elizondo, 2005; Gonzalez, 1998; Romo, 1999; Valdez, 2008), but who have constructed instructional materials, teaching practices, and education programs that build on the strengths of Latina/os, thus ensuring that they meet scholastic standards, graduate successfully from secondary and postsecondary institutions, and contribute meaningfully to society.

Original languageEnglish
Title of host publicationHandbook of Research on Educational Leadership for Equity and Diversity
PublisherTaylor and Francis
Pages134-175
Number of pages42
ISBN (Electronic)9781135128432
ISBN (Print)9780415657457
DOIs
StatePublished - Jan 1 2013

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