Latino Educational Leadership acknowledges the unique preparation
and support for Latinx educational leaders and Latino communities
that is needed throughout the education and policy pipeline. While
leadership in communities does exist for educational purposes, this
effort focuses on the institutional aspect of Latino educational
leadership across K-12 schools and university settings. The purpose
of this edited book is to enhance a greater collaborative focus on
Latino Educational Leadership throughout the pipeline by inviting
both established and up-and-coming scholars who can speak to
various aspects related to developing all leaders, as well as, the
preparation of Latinx educational leaders, for serving Latino
communities. The impetus for this edited book focus on Latino
Educational Leadership primarily stems from the changing
demographics of our country. Much like the growing Latino
population nationwide, the Latinx student enrollment in public
elementary and secondary schools is at an all-time high and
estimated to continue to grow; Latinxs comprised 26.8% of all
students as of fall 2017, with this population estimated to
increase to 28.9% by 2026 (Snyder, de Brey, & Dillow, 2018). In
fact, as of 2014 Latinx students comprised more than half of all
K-12 public school enrollment in New Mexico, California, and Texas
(Snyder, de Bley, & Dillow, 2017). Given this enrollment
growth, there has been an increasing urgency in the field of
educational leadership to prepare and support all leaders, but also
uniquely Latinx educational leaders that have rich cultural and
linguistic connections to communities, who can understand and meet
the needs of Latinx students and families (Murakami, Valle, &
Mendez-Morse, 2013; Sanchez, Thornton, & Usinger, 2009).
Additionally, the number of degrees awarded to Latinxs at all
levels increased dramatically between 2003-04 and 2013-14:
bachelor's degrees more than doubled from 94,644 to 202,412,
master's degrees conferred rose from 29,806 to 55,965, and doctor's
degrees went from 5,795 to 10,665 (Musu-Gillette, et al., 2017).
However, when compared to all other racial/ethnic groups, Latinxs
were awarded only 11% of all bachelor's degrees, 9% of all master's
degrees, and 7% of all doctor's degrees in 2013-14. Thus, an
urgency remains to address continued concerns related to Latino
access, persistence and matriculation in higher education (Perez
Huber, Huidor, Malagon, Sanchez, & Solorzano, 2006). In
particular, there has been an increasing urgency to consider how
higher education institutions can better prepare, develop, and
retain Latinx leaders and scholars (in K-12 and higher education),
as well as develop leaders who can serve and meet the needs of
Latinx college students to ensure their academic success
(Castellanos & Gloria, 2007; Ponjuan, 2012; Valle &
Rodriguez, 2012). Thus, the purpose of this edited book is to
advance the knowledge related to serving Latino communities and
preparing Latinx leaders.
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