DOCSLIB.ORG

University of California, San Diego San Diego State

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
University of California, San Diego San Diego State UNIVERSITY OF CALIFORNIA, SAN DIEGO SAN DIEGO STATE UNIVERSITY CALIFORNIA STATE UNIVERSITY, SAN MARCOS Latino superintendents’ identities: A critical study of cultural, personal, and professional worlds A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Education in Educational Leadership by Narciso Iglesias Committee in charge: California State University, San Marcos Professor Patricia Prado-Olmos, Chair Professor Juan Necochea University of California, San Diego Professor Claire Ramsey 2009 Copyright Narciso Iglesias, 2009 All rights reserved. The Dissertation of Narciso Iglesias is approved, and it is acceptable in quality and form for publication on microfilm and electronically: Chair University Of California, San Diego San Diego State University California State University, San Marcos 2009 iii DEDICATION This dissertation is dedicated to the five Latino men that shared their life experiences with me, without you, this dissertation would not be. iv EPIGRAPH There are many reasons for why a man does what he does. To be himself he must be able to give it all. If a leader cannot give it all he cannot expect his people to give anything. ~ Cesar Chavez People who have lost their hunger for justice are not ultimately powerful. They are like sick people who have lost their appetite for what is truly nourishing. Such sick people should not frighten or discourage us. They should be prayed for along with the sick people who are in the hospital. The love for justice that is in us is not only the best part of our being but it is also the most true to our nature. ~ Cesar Chavez When any person suffers for someone in greater need, that person is a human. ~ Cesar Chavez v TABLE OF CONTENTS Signature page ................................................................................................... iii Dedication .......................................................................................................... iv Epigraph ............................................................................................................. v Table of contents ............................................................................................... vi List of figures .................................................................................................... xi List of tables ..................................................................................................... xii Acknowledgements ......................................................................................... xiii Vita .................................................................................................................. xiv Abstract of the Dissertation ............................................................................. xvi Chapter I ............................................................................................................. 1 Introduction .................................................................................................... 1 Issues and concerns ....................................................................................... 2 Negotiating identities ...................................................................................... 5 Purpose of the study ....................................................................................... 7 Research question ........................................................................................... 9 Significance of study .................................................................................... 10 Personal interest ............................................................................................ 10 Chapter II .......................................................................................................... 13 vi Overview of critical race theory ................................................................... 14 Basic tenets of CRT ...................................................................................... 15 Critical race theory as qualitative methodology ........................................... 16 Critical race theory in education ................................................................... 17 Application of critical race theory to study latino superintendents .............. 19 Latino ethnic identity development experiences .......................................... 22 Figured worlds, simultaneous, multiple and mestiza identities .................... 26 Overview of socialization ............................................................................. 31 Educational socialization .............................................................................. 33 Superintendent socialization ......................................................................... 35 Mentoring ..................................................................................................... 40 Social justice ................................................................................................. 46 Resiliency ..................................................................................................... 49 Summary ....................................................................................................... 50 Chapter III ........................................................................................................ 51 Critical race theory and qualitative methods ............................................... 51 Overview of the methodology ...................................................................... 52 Collecting and analyzing data ...................................................................... 54 Research questions ....................................................................................... 56 Research design ............................................................................................ 57 Research chronology .................................................................................... 60 Participation selection .................................................................................. 61 vii Instrumention ................................................................................................ 63 Data collection .............................................................................................. 64 Data anaylsis ................................................................................................. 65 Researcher context ........................................................................................ 67 Positionality .................................................................................................. 67 Entry ............................................................................................................. 68 Methodological limitations ........................................................................... 69 Summary ....................................................................................................... 69 Chapter IV ........................................................................................................ 71 Introduction .................................................................................................. 72 Participants profiles ...................................................................................... 73 Results .......................................................................................................... 77 Personal understanding ................................................................................. 78 Educational placement. ............................................................................. 78 Strong educational drive. .......................................................................... 81 Family. ...................................................................................................... 84 Sports and coaching. ................................................................................. 87 Cultural influences ........................................................................................ 93 Migrant lives. ............................................................................................ 94 English speaking fathers. .......................................................................... 96 Pride in culture. ........................................................................................ 96 Overcoming obstacles. ........................................................................... 100 viii Professional experiences ............................................................................ 103 Role models. ........................................................................................... 104 Parents. ............................................................................................... 105 Teachers and principals. ..................................................................... 108 Organizational influences. .................................................................. 116 Mini-Corps. .................................................................................. 116 Church and other youth organizations. ......................................... 119 Boys and girls clubs. ..................................................................... 120 Multiple and concurrent opportunities. .................................................. 121 College transition. ..............................................................................
Load more

Recommended publications
  • Sparks from a Busy Anvil
    Marshall University Marshall Digital Scholar Gilpin, John R., 1905-1974 Library of Appalachian Preaching 1937 Sparks from a Busy Anvil John R. Gilpin Follow this and additional works at: https://mds.marshall.edu/gilpin_johnr Part of the Appalachian Studies Commons, Digital Humanities Commons, Other Religion Commons, and the Rhetoric Commons Recommended Citation Gilpin, John R., "Sparks from a Busy Anvil" (1937). Gilpin, John R., 1905-1974. 1. https://mds.marshall.edu/gilpin_johnr/1 This Book is brought to you for free and open access by the Library of Appalachian Preaching at Marshall Digital Scholar. It has been accepted for inclusion in Gilpin, John R., 1905-1974 by an authorized administrator of Marshall Digital Scholar. For more information, please contact [email protected], [email protected]. ''Sparks from Busy Anvil'' ,W By 252 . G489s JOHN R. GILPIN I - ,. I ' ' ., " " • Radio Messages from First Baptist Church Russell, Kentucky MARSHALL UNIVERSITY LIBRARY WEST VIRGINIANA COLLECTION • "Sparks from a Busy Anvil" By JOHN R. GILPIN .. • Radio Messages from First Baptist Church Russel I, Kentucky (From Moy 30, 1937-August 22, 1937 ) • To A glorious Christian cha racter, to whom I owe a debt, which H eaven alone can pay, MY BELOVED WIFE this volume is affectionately dedicat ed . • • • Foreword When I was seventeen years old, I was called into the ministry. For the past fifteen years, I have been trying to preach the Gospel. All of these thirty-two years have been spent in school: grammar, high, college, seminary, and the school of practical experience. Dur­ ing these years of schooling, I have only learned three lessons that are really worth-while.
    [Show full text]
  • 6Th Grade Recommended Reading Friday, November 25, 2011 6:36:02 PM Emmaus Lutheran School Sorted By: Title
    AR BookGuide™ Page 1 of 109 6th Grade Recommended Reading Friday, November 25, 2011 6:36:02 PM Emmaus Lutheran School Sorted by: Title Quiz Word Title Author Number Lang IL BL Pts F/NF Count Book RP RV LS VP Description 1634: The Galileo Affair Flint, Eric 86429 EN UG 6.5 31.0 F 189329 N N - - - Mike Stearns, leader of a group of West Virginians accidentally plunged into seventeenth-century Germany in the midst of the Thirty Years War, spearheads the formation of the United States of Europe. The coauthor is Andrew Dennis. The Abduction Newth, Mette 6030 EN UG 6.0 8.0 F 50015 N N - - N Two Inuit young people are abducted by traders, and another girl awaits the return of her father who is on a trade mission. This story is based on the actual kidnapping of Inuit Eskimos by European traders in the 17th century. Abyss Denning, Troy 132766 EN UG 6.7 17.0 F 104138 N N - - - Sojourning among the mysterious Aing- Tii monks has left Luke and his son Ben with no real answers, only the suspicion that the revelations they seek lie in the forbidden reaches of the distant Maw Cluster. Book #3 Across Five Aprils Hunt, Irene 102 EN MG 6.6 10.0 F 61778 N N - N N A moving story of the Civil War and one boy who grew up at home. Across Frozen Seas Wilson, John 45006 EN MG 6.0 5.0 F 30279 N N - - - This book explores the vast territory of the 1845 Franklin Expedition, travelling aboard the ill-fated vessel H.M.S.
    [Show full text]
  • E Ogil in English: Literature
    “WE’RE ALL IN SOMEBODY ELSE’S HEAD”: CONSTRUCTING HISTORY AND IDENTITY IN XENA A Thesis submitted to the faculty of San Francisco State University In partial fulfillment of the requirements for the Degree A3 Master of Arts E_OGiL In English: Literature by Rvann Mackenzie Lannan San Francisco. California January 2018 Copyright by Rvann Mackenzie Lannan 2018 CERTIFICATION OF APPROVAL I certify that I have read “’We’re all in somebody else’s head’: Constructing History and Identity in Xena ” by Ryann Mackenzie Lannan, and that in my opinion this work meets the criteria for approving a thesis submitted in partial fulfillment of the requirement for the degree Master of Arts in English: Literature at San Francisco State University. Geoffrey Green, Ph.D. Professor “We’re all in somebody else’s head”: Constructing History and Identity in Ryann Mackenzie Lannan San Francisco, California 2017 My thesis analyzes the construction of history and identity in the pop-culture television show Xena: Warrior Princess ( XWP ). I argue that the implicit allegory of XWP shows us that history and identity exist as interpretable and revisable narratives. I use the character Gabrielle’s chronicling of Xena’s adventures to show how historical narratives are consciously constructed by historians to tell one specific version of events. I then use her mediation of the major characters to depict how historians also construct the characters of history. I then show that similarly, all people read and are read by others, and that these readings influence identity construction. XWP shows that identity originates outside the self and is a product of constant dialog between the self and the other.
    [Show full text]
  • HORHAY TRIUMPHS an Adventure Into Insanity
    HORHAY TRIUMPHS An Adventure Into Insanity By Steve Allsup 1 Copyright © 2004 By Steve Allsup, writing as Robert Lee Noogles Illustrated by the author 1 Writing as Robert Lee Noogles This Impressive Volume also Includes more adven- tures in the Hydralik Age: VENTURER OF THE ETERNAL RIVER The Tale of Phosphor by Phil Peacock. and THE ADVENTURES OF THE HYDRALIK AGE'S MOST FABULOUS WIZARD WITHOUT EQUAL HITHER, THERE, OR BEYOND: A STUDIOUSLY ACCURATE ACCOUNT OF THE LIFE OF AMAKRAPOLOS OF KRAP, THE MOST STUPENDOUS MAGE OF ALL TIME by Tangor Map of the Hydralik Age THE COMPLEAT HORHAY TRIUMPHS INTRODUCTION TO THE ORIGINAL EDITION Robert Lee Noogles (1947-1974) was a child prodigy and the founder of the “Swords-and-Dinosaurs” sub-genre of fantasy fiction. In 1974, Noogles cut short a promising future as a major new literary talent, when he crashed his dune- buggy head-on into the four-wheel drive pick-up truck of an off-duty state trooper while playing “chicken” out highway 13. Before he died, Noogles made cult history by serializing the novel HORHAY TRIUMPHS in underground fanzines. He is believed to have had access to a rare copy of Thomas Bul- french’s obscure “fourth” volume of mythology, The Age of Schnarvy , which has long been out of print, and virtually unknown since it was published in a very limited edition during the American Civil War paper shortage. Somehow Noogles either found or inherited a copy of this extremely rare volume, or else had read about it in M. P. Dugger’s de- finitive biography of Bulfrench.
    [Show full text]
  • The Robin Hood Story As Dialogic Intertext
    Hacettepe University Graduate School of Social Sciences Department of English Language and Literature British Cultural Studies Programme ROBBING THE SOURCE TEXT OF ITS AUTHORITY: THE ROBIN HOOD STORY AS DIALOGIC INTERTEXT Çağrı KOPARAL Master’s Thesis Ankara, 2015 ROBBING THE SOURCE TEXT OF ITS AUTHORITY: THE ROBIN HOOD STORY AS DIALOGIC INTERTEXT Çağrı KOPARAL Hacettepe University Graduate School of Social Sciences Department of English Language and Literature British Cultural Studies Programme Master’s Thesis Ankara, 2015 iii To my mother & father… iv ACKNOWLEDGEMENTS I have to confess that writing acknowledgements is more painstaking than writing my thesis. It is exceptionally hard when it is supposed to express one’s thankfulness in words, which cannot always adequately convey one’s feelings. This is especially true when the addressee is my advisor Assist. Prof. Dr. Sinan Akıllı to whom I cannot express my gratitude and indebtedness enough even if I write ‘Thank you’ in all languages in the universe. I owe my improvement as a young scholar to him who has always been beside me with his enthusing support. I need to express my thankfulness to him for devoting his invaluable time to teach me being more than what I was as a student, more importantly a better human being. After all the discouraging obstacles that I have managed to overcome with the help of his support, I can tell with all my sincerity that every single day I feel more privileged to have had a chance to be his student. I would like to thank him for his illuminating academic guidance and, most importantly, his precious belief in me.
    [Show full text]
  • DVD Laser Disc Newsletter DVD Reviews Complete Index June 2008
    DVD Laser Disc Newsletter DVD Reviews Complete Index June 2008 Title Issue Page *batteries not included May 99 12 "10" Jun 97 5 "Weird Al" Yankovic: The Videos Feb 98 15 'Burbs Jun 99 14 1 Giant Leap Nov 02 14 10 Things I Hate about You Apr 00 10 100 Girls by Bunny Yaeger Feb 99 18 100 Rifles Jul 07 8 100 Years of Horror May 98 20 1000 Eyes of Dr. Mabuse Sep 00 2 101 Dalmatians Jan 00 14 101 Dalmatians Apr 08 11 101 Dalmatians (remake) Jun 98 10 101 Dalmatians II Patch's London Adventure May 03 15 10:30 P.M. Summer Sep 07 6 10th Kingdom Jul 00 15 11th Hour May 08 10 11th of September Moyers in Conversation Jun 02 11 12 Monkeys May 98 14 12 Monkeys (DTS) May 99 8 123 Count with Me Jan 00 15 13 Ghosts Oct 01 4 13 Going on 30 Aug 04 4 13th Warrior Mar 00 5 15 Minutes Sep 01 9 16 Blocks Jul 07 3 1776 Sep 02 3 187 May 00 12 1900 Feb 07 1 1941 May 99 2 1942 A Love Story Oct 02 5 1962 Newport Jazz Festival Feb 04 13 1979 Cotton Bowl Notre Dame vs. Houston Jan 05 18 1984 Jun 03 7 1998 Olympic Winter Games Figure Skating Competit May 99 7 1998 Olympic Winter Games Figure Skating Exhib. Sep 98 13 1998 Olympic Winter Games Hockey Highlights May 99 7 1998 Olympic Winter Games Overall Highlights May 99 7 2 Fast 2 Furious Jan 04 2 2 Movies China 9 Liberty 287/Gone with the West Jul 07 4 Page 1 All back issues are available at $5 each or 12 issues for $47.50.
    [Show full text]
  • Haynes Will Crown the ^3 Showboat Queen Saturday ^Reasons for Grant
    25tf Volume 17, Issue 22 Serving Lowell Area Readers Since 1893 Wednesday, April 14, 1993 Haynes will crown the ^3 Showboat Queen Saturday She was named Miss Alio coin Lake. Her future ambitions are gist and/or a cosmetologist. Editor s Note: The 1993 "91-92,M and was honored for She enjoys bowling, read to be successful in the busi- Lowell Showboat Pageant the best smile in the American ing, running and exercising ness world and to be able to *ill have 11 young ladies Sweetheart Pageant. for hobbies. help others. from the Lowell/Ada area Klap is a majorette in the Her involvements are Renea's hobbies are vying for honors. Lowell High School march- many, they include Future weight-lifting and jet skiing. The Pageant will take ing band and she sings in the Fanners of America, Teens She is active in Teens In- place on Saturday, April 17 school's concert choir. Involved, Pep Club, Interna- volved and the International at 7 p.m. at the Lowell The LHS student is in- tional Club, basketball, Club. Middle School Cafetorium. volved in senior law enforce- cheerleading, symphonic DeRidder describes herself ^Admission will be $2.50 per ment. She also swims, band, marching band and pep as straight forward, honest and person. rollerskates and bowls. "I also band. a good friend. Heather Haynes, the enjoy working within the com- Other interest include 1992 Showboat Queen, will munity," Klap explained. swimming, dancing, singing, crown the 1993 winner. Her future ambitions in- and going out with her friends. clude becoming a dog trainer, She plans on attending working as a model or possi- Grand Rapids Community Kelly Jo Cichon bly becoming a cosmetolo- College and then transferring The ( eniral Michigan Uni- gist.
    [Show full text]
  • Robin Hood and the Crusades: When and Why Did the Longbowman of the People Mount up Like a Lord?
    12fl_23.1_knight.qxd 2008/11/19 16:02 PM Page 201 Robin Hood and the Crusades: When and Why Did the Longbowman of the People Mount Up Like a Lord? Stephen Knight In the mid 1950s some thirty million people in Britain and the United States would each week watch an episode of the British-made The Adventures of Robin Hood. It starred Richard Greene as the officer-type hero, returned from the crusades and forced, through the vileness of the Norman lords under bad Prince John, to take to the forests to defend English freedom.1 As a nobleman and a returning crusader, Robin rode into the open- ing scene, and he is remembered as a cavalryman: the theme song, still widely known, goes “Robin Hood, Robin Hood, riding through the glen, Robin Hood, Robin Hood, with his band of men.”2 But what does this imply? Is it just Robin on a horse leading his faith- ful infantry? Or are all the band mounted, like fox-hunters, or lost cowboys? Or are the two lines alternatives: perhaps Robin might either ride through the glen on his own or might just be there on foot with his band of men? And why, in any case, is it a glen — a word connected with Scotland, not English Nottingham? This paper will discuss issues like these in light of the long-lasting Robin Hood tradition. But the most interesting question is simply where this idea of Robin on horseback came from, and where and why the crusades became involved. 1 For a description of the series and its reception, see Richards,“Robin Hood on Film and Television,”67.
    [Show full text]
  • The Middle Ages in Usa Cinema
    THE MIDDLE AGES IN USA CINEMA Date of reception: 19"' of Fehruary, 2008 Final date of acceptance: 6'h of May, 2008 The cinema is today one of the world's most widespread means of entertainment and spreading knowledge. Nowadays, over 3,300 million peoplc live in i~rhanareas. Al1 these people are porential consumers of films from an early age. No scientific dis- cipline can ignore the irnportance and significance that the seventh art has acquired as a vehicle for transmitting knowledge and wisdom. The Middle Ages is a historical period that the cinema has recreated since its origins and still does in recent epic films. The aim of this article is to examine the vision of the Middle Ages projected through íilms made in the United States of America. KEYWORDS Cinema, Middle Agcs, United States Ars cinematoyraphica, Medium Aeirum, Foederatae Arnericae Septeiitrionalis Ciuitates. l. Pedagogy of the image and the cinema The use of the image as a historical document, especially in media such as pho- tography and cinema, is one of tlie recent novelties in the field of historiography with different types of documentation being ever more frequenily used. Together with literary texts and oral testimonies, images also have an important role.' At the beginning of the 21" ceeritury, most of the planet's population with access to audiovisual media spends more time watching television or cinema than reading. In America, figures from the early nineties show that audiovisual media were used over fifty times more than books.' In 2008, these proportions must surely have in- creased considerably, as there has been a spectacular rise in the audiovisual media globally over the last fifteen years.
    [Show full text]
  • Raffles (1958)
    Rachel, Rachel - Rachel, Rachel (1968) Ráfagas de violencia - Some People(1962) Raffles (modelo 1) - Raffles (1958) Raffles (modelo 2) - Raffles (1958) Ragan - Ragan (1968) ragazza con la pistola, La - La ragazza con la pistola(1968) Raíces de pasión - Tap Roots(1948) raíces del cielo, Las - The Roots of Heaven(1958) Raíces profundas (modelo 1) - Shane (1953) Raíces profundas (modelo 2) - Shane (1953) rally de Montecarlo y toda su zarabanda de antaño, El - Monte Carlo or Bust! - Those Daring Young Men in Their Jaunty Jalopies (1969) rana verde, La - La rana verde(1957) rancho de la música, El - Melody Ranch(1940) Rancho de mis recuerdos - Rancho de mis recuerdos(1946) Rapsodia (modelo 1) - Rhapsody (1954) Rapsodia (modelo 2) - Rhapsody (1954) Rapsodia de sangre - Rapsodia de sangre(1957) Rapsodia Real - King's Rhapsody(1955) Rápteme usted - Rápteme usted(1940) Rapto - Ransom!(1956) rapto de Bunny Lake, El - Bunny Lake is Missing(1965) rapto de las sabinas, El - Il ratto delle sabine (1961) Rapto en Hamburgo - Break in the Circle(1955) Rapto en la ciudad - Rapto en la ciudad(1955) Rapto sin rescate - Grabenplatz 17(1958) Raquel - Rachel and the Stranger(1947) Raquel y sus bribones - The Biggest Bundle of Them All(1968) Rashomon - Rashômon(1950) Rasputín - Rasputin: The Mad Monk(1966) rastro del asesino, El - The Midnight Story(1957) ratas del desierto, Las - The Desert Rats(1953) ratón en la luna, Un - The Mouse on the Moon(1963) Rayando el sol - Rayando el sol(1945) rayo atómico, El (modelo 1) - The Great Alaskan Mystery (1944) rayo atómico,
    [Show full text]
  • The Robin Hood Legend and Its Cultural Adaptation for the Film Industry: Comparing Literary Sources with Filmic Representations
    JOURNAL OF ENGLISH STUDIES - VOLUME 3, (2001-2), 37-46 THE ROBIN HOOD LEGEND AND ITS CULTURAL ADAPTATION FOR THE FILM INDUSTRY: COMPARING LITERARY SOURCES WITH FILMIC REPRESENTATIONS RICHARD CLOUET Universidad de Las Palmas de Gran Canaria ABSTRACT. The legend of Robin Hood has been going strong for over 600 years. In that time, the English hero has been a medieval revolutionary, an earl in Renaissance drama, a Saxon freedom fighter in the XVIIIth and XIXth centuries or a courteous robber. Nowadays the hero is especially known as a famous romantic film star. This paper is about the way the legendary hero has been interpreted over the centuries and the medieval texts translated and adapted to suit the taste of the new audience. This capacity of adaptation in the Robin Hood legend has been demonstrated in the twentieth century through the various film adapatations of the now legitimate bandit, rightfully fighting against coercive and unjust authorities. “In the early 1990s the Hollywood movie, Robin Hood – Prince of Thieves, captured the hearts and minds of millions, its phenomenal success reflecting a timeless fascination with the world’s most famous outlaw”(Phillips and Keatman 1995: 1). With such words, G. Phillips and M. Keatman started their bestselling Robin Hood – The Man Behind the Myth, an amazing thesis on the popular myth written in the way detective stories are. Robin Hood is certainly the most famous outlaw of them all, as popular today as when the stories first appeared over six hundred years ago. But let us make clear, right from the beginning of this paper, that Robin Hood never existed (Clouet 1998: 51).
    [Show full text]
  • For Preview Only ROCKIN’ ROBIN HOOD NOTTINGHAM MARKET
    DUNGEON Book by Brian D. Taylor Music by Eric Rockwell, Lyrics by Joanne Bogart © Copyright 2018, by Brian D. Taylor, Eric Rockwell, and Joanne Bogart Professionals and amateurs are hereby warned that a royalty must be paid for every performance, whether or not admission is charged. All inquiries regarding rights should be addressed to Pioneer Drama Service, Inc., PO Box 4267, Englewood, CO 80155. All rights to this musical—including but not limited to amateur, professional, public SHERWOOD FOREST reading and translation into foreign languages—are controlled by Pioneer Drama Service, Inc., without whose permission no performance, reading or presentation of any kind in whole or in part may be given. All other rights in this play, including radio broadcasting, television and motion picture rights, are controlled by BRIAN D. TAYLOR, ERIC ROCKWELL and JOANNE BOGART to whom all inquiries should be addressed c/o Pioneer Drama Service, Inc. PO Box 4267, Englewood, CO 80155-4267. These rights are fully protected under the copyright laws of the United States of America and of all countries covered by the Universal Copyright Convention or with which the United States has reciprocal copyright relations, including Canada, Mexico, Australia and all nations of the United Kingdom. ONE SCRIPT PER CAST MEMBER MUST BE PURCHASED FOR PRODUCTION RIGHTS. COPYING OR DISTRIBUTING ALL OR ANY PART OF THIS BOOK WITHOUT PERMISSION IS STRICTLY FORBIDDEN BY LAW. On all programs, printing and advertising, the following information must appear: 1. The full name of the musical 2. The full name of the playwright, the composer, and the lyricist 3.
    [Show full text]