Carlos Nevarez

Models of Leadership Institutes for Increasing the Number of Top Latino Administrators in Higher Education

The percentage of Latinos in top university administration lags far behind that in the nation overall. How can we increase their numbers? One answer is leadership institutes. This article examines these institutes in general and those addressing minorities in particular, with an eye to presenting models that may aid future Latino leadership institutes. It explains the need for these programs and describes four long-established institutes and four more addressing minorities. Resumen: El porcentaje de latinos en puestos de administración universitaria altos es muy bajo comparado nacionalmente. ¿Cómo podemos incrementar sus números? Una respuesta es con institutos de liderazgo. Este artículo examina dichos institutos en general y aquellos que se ocupan de minorías en particular; además presenta modelos que pueden ayudar futuros institutos de liderazgo latino. Este artículo explica la necesidad de estos programas y describe cuatro institutos bien establecidos y cuatro más que se ocupan de minorías.

Developing Urban School Leaders: Building on Solutions 15 Years after the Los Angeles Riots.

The 15th Anniversary of the Los Angeles riots serves as an impetus to continue efforts in addressing how institutionalized theories, norms, and practices in schools and society lead to social, political, economic, and educational inequalities. The challenges of school inequalities continue to be chronic and remain unresolved through traditional practices, scholarship, theory, and professional training of school leaders. The intersection between urban school leadership and diversity is examined through critically reviewing hurdles that school leaders encounter, such as low socioeconomics, low representation of leaders of color, violence, and academic underachievement. We argue that urban school leaders can change school conditions by facilitating the development of proficient and culturally-competent teachers and administrators, and creating a positive school climate. Two existing frameworks were used to guide the researchers in the development of the Leadership in Diversity Continuum Model (LDCM) that can help guide leaders in their efforts to transform schools through an introspective analysis of their own identity development.