Engraving School Districts With the Cultural Wealth and Social Justice Advocacy of Latina/o/x School Leaders

Eight testimonios of Latina/o/x school and district leaders reveal how community cultural wealth, which is derived from critical race theory, informed professional motivations, leadership experiences, and advocacy actions. The concept of “engraving” asks readers to consider how these leadership characteristics can be endured.

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The community cultural wealth that culturally responsive Latina/o/x school leaders bring to their profession has much to offer Latina/o/x students and families in particular, schools and communities generally, aspiring school leaders, and those who prepare them.

Engraving School Districts With the Cultural Wealth and Social Justice Advocacy of Latinx School Leaders examines the lived experiences of eight Latina/o/x school and district leaders, presented as testimonios. The authors explain how community cultural wealth, which is derived from critical race theory, informed professional motivations, leadership experiences, and advocacy actions. Key aspects of Latina/o/x school leadership include how leaders: dismantled deficit-based thinking; maintained high expectations; developed equitable relationships with students and families; acknowledged and valued Latino cultures and identities; and encouraged Spanish language. Connections between the leaders’ actions, culturally responsive leadership, and related concepts are drawn. The enactment of culturally responsive leadership combined with the centering of Latino cultures and language is evidence of Latino Educational Leadership.

The concept of “engraving” is introduced to consider ways in which districts and leader preparation programs can make enduring changes by embedding the culturally responsive practices of Latina/o/x leaders across all current and aspiring leaders. Therefore, the responsibility for creating equitable engagement and achievement for Latina/o/x students and families will not rest solely upon Latina/o/x leaders.