ERIC Number: EJ940593
Record Type: Journal
Publication Date: 2011-May
Reference Count: 0
Championing the Latino Administrator
Garcia, Carlos A.
School Administrator, v68 n5 p29-32 May 2011
When the author worked as a vice principal at a K-8 school in Watsonville, California, a school predominantly filled with migrant workers' children, he felt a lack of support as a Latino as he began moving up into school administration. He also continued to see what he had seen as a teacher--which was how underserved minority students were. These students were the ones being placed in shop class, the ones teachers were not even trying to reach, the ones who were dropping out. An attitude prevailed that students should be adjusting to the system, not the system to them. This is what he calls the "Leave It To Beaver" approach to a school system, meaning a setup that worked for certain kinds of kids. There was no sense of accommodating the needs of minority students. In this article, the author shares how his personal odyssey navigating unaccommodating school systems early in his career contributed to the startup of a new advocacy group for Latino educators, the Association of Latino Administrators and Superintendents (ALAS). ALAS identifies, recruits, develops and advances Latino school administrators to improve the educational accomplishments of all youth, with an emphasis on Latino youth. But it also serves as a resource for school districts around the nation as they see the increasing Latino enrollment in their classrooms.
Descriptors: Superintendents, Personal Narratives, School Administration, School Districts, Minority Groups, Hispanic Americans, Racial Bias, Disproportionate Representation, At Risk Students, Culturally Relevant Education, Student Needs, Cultural Relevance, Advocacy, Minority Group Teachers
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: firstname.lastname@example.org; Web site: http://www.aasa.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A