TY - CHAP
T1 - Latina/o learners and academic success ¡sí se puede!
AU - Murakami, Elizabeth T.
AU - Valle, Fernando
AU - Méndez-Morse, Sylvia
N1 - Publisher Copyright:
© 2013 Taylor & Francis.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2013/1/1
Y1 - 2013/1/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84903532653&partnerID=8YFLogxK
U2 - 10.4324/9780203076934-16
DO - 10.4324/9780203076934-16
M3 - Chapter
AN - SCOPUS:84903532653
SN - 9780415657457
SP - 134
EP - 175
BT - Handbook of Research on Educational Leadership for Equity and Diversity
PB - Taylor and Francis
ER -