Purpose: The purpose of this article is (a) to analyze how Latinx school administrators draw on their Community Cultural Wealth to inform their leadership for educational equity and (b) to examine how they navigate varying equity initiatives and beliefs in rapidly diversifying districts. Research Method: This study employs Latina/o Critical Race Theory counterstorytelling methodology to explore four Latinx school administrators’ experiences across three districts in the Pacific Northwest. Data sources include semistructured interviews, observations, and local demographic data. Findings: Latinx administrators’ counterstories revealed complex ways their childhoods, educational histories, and current equity leadership were informed by their Community Cultural Wealth as bilingual people of color. They also faced White dominant administrative spaces, where their equity visions often conflicted with district equity initiatives. Sometimes these differences led to tensions with district officials or constrained their advocacy. Conclusion and Implications: Our findings affirm existing research on the potential equity and culturally responsive leadership contributions of Latinx educational leaders. Our article also raises questions to the field about how we understand social justice leadership, and support current and aspiring leaders of color who seek to promote equity in their work. Our analysis brought forth a particular geographical region as a key in influencing our research participants’ experiences. More research is needed to understand how to support and sustain leaders of color in diverse regional contexts, as they seek to combat educational inequities for children and young adults facing similar injustices they faced themselves as students of color.

中文翻译：

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以社区文化财富为导向的公平领导：拉丁裔学校管理者的反驳

目的：本文的目的是 (a) 分析拉丁裔学校管理人员如何利用他们的社区文化财富为他们的教育公平领导提供信息，以及 (b) 研究他们如何在快速多样化的地区中驾驭各种公平举措和信念。研究方法：本研究采用拉丁裔/o 批判种族理论反叙事方法来探索太平洋西北部三个地区的四位拉丁裔学校管理人员的经历。数据来源包括半结构化访谈、观察和当地人口统计数据。调查结果：拉丁裔行政人员的反驳故事揭示了他们作为双语有色人种的社区文化财富为他们的童年、教育历史和当前的公平领导力提供信息的复杂方式。他们还面临白人占主导地位的行政空间，他们的公平愿景经常与地区公平倡议相冲突。有时，这些差异会导致与地区官员的紧张关系或限制他们的宣传。结论和启示：我们的研究结果肯定了现有的关于拉丁裔教育领导者的潜在公平和文化响应领导贡献的研究。我们的文章还向该领域提出了有关我们如何理解社会正义领导力的问题，并支持寻求促进工作公平的现任和有抱负的有色人种领导人。我们的分析提出了一个特定的地理区域作为影响我们研究参与者体验的关键。需要更多的研究来了解如何在不同的区域背景下支持和维持有色人种领导人，