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Perceptions of Latino Parents Regarding Latino School Leaders
León-Ryan, Wendy
León-Ryan, Wendy
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Abstract
This study explores Latino parents from the Kansas City metro area’s views about having a Latino elementary school leader. It investigates how ethnic matching, where parents and school leaders share the same ethnicity, impacts parental perceptions and school engagement. Twelve Latino parents with children in schools led by Latino principals or assistant principals were interviewed, mostly in Spanish. Key findings include the importance of Spanish communication, which enhances perceived engagement, and the value of cultural connection, which strengthens parents’ trust and belonging in the school community.
Latino school leaders were seen as approachable, supportive, and key in fostering an inclusive environment. Parents also recognized them as role models for students, believing that having a Latino leader boosts their children’s cultural pride, behavior, and overall happiness. Shared culture and language increased parents' confidence in engaging with schools, though personal constraints limited involvement. The participants also linked Latino leadership to the existence of a supportive school culture.
The study recommends prioritizing bilingual communication, promoting Latino bilingual leadership, and implementing cultural competency training to foster diversity. Future research should include a more diverse participant pool, balance gender representation of interviewees, and explore the long-term impact of Latino leadership on student outcomes.
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Date
2024-01-01
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University of Kansas
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This item contains archived web content.
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León-Ryan_ku_0099D_19750.pdf
Adobe PDF, 712.78 KB
- Embargoed until 2174-05-31
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Keywords
Educational leadership, Ethics, Ethnic studies, Cultural connection, Ethnic matching, Inclusive environment, Latino parental perceptions, Latino school leaders, Spanish communication