Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Carol Anderson-Woo

Second Advisor

Lisbeth Johnson

Third Advisor

Joseph Jaconetee

Abstract

Purpose: The purpose of this qualitative study was to identify and describe how elementary principals used the essential elements of cultural proficiency (i.e., assessing culture, valuing diversity, managing the dynamics of difference, adapting to diversity, and institutionalizing cultural knowledge) to provide equitable access for Mexican Indigenous students in California. A second purpose was to identify what elementary principals recommended as best practices for implementing the essential elements of cultural proficiency. Methodology: This ethnographic qualitative research study utilized the elements of cultural proficiency to identify and describe the practices of California elementary school principals in equitably supporting Mexican Indigenous students. Using purposive criterion sampling, seven elementary school principals were selected to participate.  Data were collected through semi-structured interviews and the analysis of site specific artifact to triangulate findings.

Findings: Analysis of the semi-structured interviews and artifacts revealed 20 themes synthesized into five primary findings. Results indicate that the most effective practices for supporting Mexican Indigenous students include implementing systemic support structures, ensuring language access and validation, and fostering cultural responsiveness through direct intervention.  Furthermore, the study highlights the necessity of professional development and collaborative learning.

Conclusions: It is concluded that school environments become inclusive and equitable for Mexican Indigenous students when principals implement comprehensive systemic support structures and prioritize language access through intentional policy.  This study further suggests that cultural leadership involves maintaining open dialogues across all stakeholder groups and viewing the diverse backgrounds of families and students as assets. Finally, a commitment to professional development and collaborative learning is foundational to establishing partnerships between educators and families.

Recommendations: It is recommended that school and district leadership must institutionalize systems support structures by mandating fiscal allocations for trilingual services, socio-emotional interventions, and diverse staffing.  Districts must partner with specialized agencies to provide translation and interpretation in Indigenous languages and implement a needs assessment to dismantle inequities.  Leaders must mandate district-wide cultural proficiency professional development to confront prejudices and cultivate authentic community interactions through visible landmarks and participation in cultural events.  Schools should empower student agency by establishing peer mentorship programs that reframe Indigenous cultural identity and language as leadership assets.

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