Mariela A. Rodríguez

Mariela A. Rodríguez
University of Texas at San Antonio | UTSA · Department of Educational Leadership and Policy Studies

Ph.D.

About

32
Publications
3,040
Reads
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227
Citations
Citations since 2017
15 Research Items
133 Citations
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Introduction
My primary research focus is the supportive practices of school leaders that are shared with students and teachers in dual language education programs. Recently I have begun a research focus on the value of mentoring for students of color in educational leadership doctoral programs.
Additional affiliations
July 2020 - present
University of Texas at San Antonio
Position
  • Chair
September 2017 - present
University of Texas at San Antonio
Position
  • Professor
June 2016 - December 2018
University of Texas at San Antonio
Position
  • Head of Faculty
Education
August 1998 - May 2003
New Mexico State University
Field of study
  • Educational Administration
August 1993 - May 1997
June 1993 - December 1997
Our Lady of the Lake University of San Antonio
Field of study
  • School Administration

Publications

Publications (32)
Book
Full-text available
This co-edited book highlights the journeys of immigrant faculty members from their introduction to academia to their current roles. Each chapter is poignantly and insightfully written by the authors. https://www.routledge.com/Immigrant-Faculty-in-the-Academy-Narratives-of-Identity-Resilience-and/Barakat-Rodriguez/p/book/9780367209971
Article
I wrote the foreword for the special issue titled "Leadership for Social Justice and Equity in Educational and Community Contexts" co-edited by Irina S. Okhremtchouk, Rosa M. Jimenez, and Jennifer Levine-Smith.
Chapter
Full-text available
Discussion and examples of distributing leadership in two-way immersion K-8 schools.
Article
Thank you for your interest in this special issue of the Journal of Transformative Leadership and Policy Studies Special Issue-Mentoring Students of Color in Educational Leadership Doctoral Programs. This special issue of JTLPS explores insights into mentoring practices that effectively support doctoral students of color in attaining their degrees...
Chapter
This chapter focuses on quandaries that principals face when attempting to meet the academic needs of English Learners (ELs). In schools with high language-minority student populations, the principal’s role entails more than supervising curriculum, managing budgets, and evaluating teachers but rather one who promotes the acceptance and inclusion of...
Chapter
This chapter serves as a guide to developing your leadership platform. What do you believe in? What do you stand for? Questions like these will serve as your roadmap for creating your unique leadership platform. The ten Professional Standards for Educational Leaders are explained as they relate to leadership actions. Activities are included to help...
Preprint
Full-text available
This article's focus on aging and renewal assumes that the maturing of organizations requires an action-oriented vision of institutional diversity and collaborative learning. Reviewed is the literature on organizational life systems (movement), institutional diversity trends (diversification), and learning-oriented leadership (collaboration). Using...
Article
Full-text available
This article’s focus on aging and renewal assumes that the maturing of organizations requires an action-oriented vision of institutional diversity and collaborative learning. Reviewed is the literature on organizational life systems (movement), institutional diversity trends (diversification), and learning-oriented leadership (collaboration). Using...
Article
Full-text available
This article’s focus on aging and renewal assumes that the maturing of organizations requires an action-oriented vision of institutional diversity and collaborative learning. Reviewed is the literature on organizational life systems (movement), institutional diversity trends (diversification), and learning-oriented leadership (collaboration). Using...
Book
This book provides insights into the everyday practices of school leaders as told through the real-life stories of principals. The editors and their contributors blend practice with theory, helping aspiring leaders to discover that school leadership is not simply putting prescribed solutions into action, but a constant encounter with quandaries tha...
Article
This account of practice describes what three executive leaders in a professional association have learned about action learning and their own practices of organizational renewal. Data are approached narratively and stories are told from the perspectives of diverse educators’ experiences, agency, and expertise. Mature organizations can be revitaliz...
Article
Full-text available
This commentary brings together the topics of geographically-oriented diversity, minority-serving institutions, and educational leadership programs. The geospatial context for this discussion about school administrator quality focuses on Hispanic-serving institutions (HSIs) and historically Black colleges and universities (HBCUs) in the United Stat...
Article
Full-text available
This study explores leadership in high-need schools where social and economic issues collide with learning, preventing students and their families from receiving the level of education they deserve. Two Latina principals in primary schools identified as high-need schools answer these questions: (a) “How can high-need schools be defined?”; (b) “Woul...
Article
This case begins with a contextual overview of the educational plight of Latino students in U.S. public schools. This pervasive plight has economic and social implications in the lives of these students. Using a Borderlands Cultural Wealth framework, the case focuses on the educational challenges of Mexican American and immigrant students in one of...
Article
Meeting the academic needs of linguistically and culturally diverse students requires new perspectives on behalf of school leaders. Using the concept of the border epistemology of school leadership, this case study reveals the work of one ‘borderlander’ in a dual‐language school. Telling her story through self‐reflection, the voices of her teachers...
Article
Full-text available
In order to create more diverse communities and greater social justice in academia, a group of Chicana/Latina junior faculty at a Hispanic Serving Institution (HSI) established a research collaborative, Research for the Educational Advancement of Latin@s (REAL). Using a co-operative inquiry and dialogical epistemology, we document how REAL is an ag...
Article
This cross-case analysis was based on three main questions that addressed three social justice-oriented education programs. The three questions were: 1) What critical elements underlie programs that prepare professionals for social justice? 2) What can we learn from these programs in support of educational-leadership programs whose aim is to prepar...
Article
Full-text available
Principals in urban settings serve elementary schools often densely populated with highly mobile, ethnically diverse, and economically disadvantaged students. Due to the changing landscape of increasing accountability issues required by the "No Child Left Behind Act (NCLB)" (2001), principals must adjust the mission of the school community to meet...
Article
Full-text available
The promise of dual language education has spurred a movement in the field of bilingual education to shift from remedial programs to enrichment forms of bilingual education. Although research supports the effectiveness of such programs, many programs do not maintain their level of implementation and quickly revert to their original remedial form. T...
Article
The role of administrator preparation programs should be one of creating the conscientization (Freire, 2000) of aspiring administrators. Administrator preparation programs with a social justice perspective support and agitate aspiring administrators to act and address equity issues affecting all of those involved in the school learning community (C...

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