School Leader Lotería: How School Educators Respond to Latinx Student Performances of (Their) Lived Experiences With Racism in School

Abstract

Latinx youth exhibit educational leadership and possess unique insight into experiences of youth of color in K-12 schooling. Yet, adultism hinders authentic youth participation in educational decision making. In this study we address the following question: What types of behavior do K-12 school leaders demonstrate in response to Latinx youths’ experiences of racism? We share the story of a structured interaction, guided by social justice and forum theater, facilitated by Latinx youth to adult school leaders. We present our findings via the school leader lotería typology model and discuss the spectrum of adult educator behavior in response to youth voice.