Mentoring Latino school leaders: there is a clear need to increase the number of Latina and Latino school leaders, and to provide mentors to help sustain their success in the job.

In November 2004, the first eight mentor and protege pairs of the California Latino Superintendents and Administrators Association Administrator Mentoring Program convened in San Diego to develop goals and a mentoring agreement for the coming year, signifying their two-year commitment to the newly formed program.

The programmatic basis of the Administrator Mentoring Program from the group (now the California Association of Latino Superintendents and Administrators, or CALSA) was the result of my doctoral dissertation study (Magdaleno, 2004). The data collected as a result of this research revealed a statistical shortage of Latina and Latino school district superintendents and administrators in California, especially when compared to the percentage of Latina and Latino students attending California schools.

In a public school system where 2.96 million students, or 47 percent of the student population, are Latina or Latino, 2004-2005 demographic data indicated that Latina and Latino administrators serving as public school educational leaders totaled only 4,077, or 15.4 percent of California's administrators (California Department of Education, 2006).

For members of CALSA, the news was even more disturbing. Data indicates that in 2003-2004 there were 1,056 school districts in California led by school superintendents; only 75 (7.1 percent) of these superintendents were either Latina or Latino. Of that group, 61 were males and only 14 were females (CDE, 2004).

Increasing growth and retention rates

With the increasing number of Latina and Latino students in California schools, the need was clear for a mentoring program that not only increased the growth rate, but also supported the retention rate of Latina and Latino school superintendents and educational leaders. Such leaders are most often perceived by Latina and Latino students as positive role models who represent their future.

Having encountered years of lower expectations and the continued presence of a career "glass ceiling," Latina and Latino educational leaders frequently find it difficult to ascend to, and sustain, positions at subsequent levels of school administration. As a result, the number of positive role models in leadership positions for Latina and Latino students is limited, and the educational system runs the risk of reduced legitimacy in the eyes of the Latino educational leadership community and the millions of students it serves.

Obstacles and issues faced

Implementing and sustaining a same-race administrator mentoring support program that improves the probability of success for future Latina and Latino educational leaders is essential to the future of California's educational system. Such leaders are readily conscious of the obstacles and issues members of their ethnic group face in leadership roles.

Veteran Latina or Latino mentors skilled in confronting and overcoming the difficulties of serving as district and site leaders can guide their proteges through the racial and gender barriers they face, based on the mentors' own personal and professional experiences.

The CALSA Administrator Mentoring Program connects its proteges with mentors who can be of assistance as current and future leaders navigate the inherent land mines that come with leadership positions. Learning from mentors who have gone before them and who share significant lessons learned brings added value to program participants and makes position success and sustainability more likely to occur.

George F. Dreher (1996) wrote of mentoring: "The formation of a mentoring relationship has clearly been shown to have positive career effects for the protege. Previous research has found that mentoring is related to advancement in organizations, organizational influence, salary attainment, and satisfaction with salary and benefits."

For Latina and Latino educational leaders, mentoring by an experienced educational leader is a priority; mentoring by an experienced educational leader who understands and shares common experiences, a common language, similar racial and equity concerns, and who can also relate to the specific cultural experiences of his or her protege is even more crucial.

Strong identification with the family

Several traits shape the many aspects of cultural assets for Latinos, which make a same-race mentoring program more likely to succeed. Of these assets, familialism is consistently at the forefront. This denotes a cultural value that involves a strong identification with, and attachment to, their nuclear and extended families. Strong feelings of loyalty, reciprocity and solidarity are shared among members of the same family. This value appears to help protect individuals against stresses by providing natural support systems.

Traditional leadership characteristics such as familialism and loyalty become primary for mentors and proteges, when the value of caring for each other is not considered a duty, but an honor (Marin and Marine, 1991). Juana Bordas asserts that the Latino vision of society is one that drives a collective, people-centered view of Latino leadership that is highly distinctive from a more individualistic one (Bordas, 2001). Latino leaders, because of their inherent diversity and humanistic values, are strategically poised to help create a culturally accessible and compassionate society that values people and community before material wealth and individual advancement.

CALSA: Developing a cadre of leaders

The mission of the California Association of Latino Superintendents and Administrators is to develop a cadre of competent, credible and confident Latina and Latino leaders. The CALSA Administrator Mentoring Program strives to develop leaders who can serve as mentor and protege models for present and future cohorts.

Established in 2004-2005 with Cohort No. 1 and its 16 members (8 mentors, 8 proteges, this formal, structured program is currently serving Cohort No. 2 (9 mentors and 9 proteges), now in its second year, and Cohort No. 3, which began its program on August 1.

Characteristic of the extensive need for mentoring among Latina and Latino leaders, the first two cohorts consisted of 17 current and retired superintendent mentors, while program proteges include a former superintendent searching for mentoring assistance, two assistant superintendents (neither of whom became superintendents early in the program), two program coordinators, three directors, six principals and three assistant principals. Program participants were selected through a process of submitting an application and taking part in an interview conducted by selected members of the CALSA executive board, the mentoring program coordinator, and executives of the companies funding the mentoring program.

Connecting mentors and proteges

Interviews were not held to determine whether or not an applicant would take part in the program (this was completed through an application screening process), but rather to determine a mentoring pair designation.

Once they become members of the program, mentors and proteges are required to develop a mentoring agreement and a year-long developmental plan. Both the agreement and the developmental plan are reviewed on at least two other occasions throughout the year.

Program participants are also required to meet a minimum of four times a year at selected sites throughout the state and must make contact with each other at least every two weeks, either personally or through a pre-arranged method of distance mentoring. Then, proteges are required to submit their mentoring program experiences to an online mentoring log Web page.

There will be many issues for new superintendents and educational leaders to focus on in the new century. The politics of working with school boards, the growing diversity and changing demographics of communities, the budget problems facing California schools, and the overcrowding of urban schools are critical areas awaiting the expertise of present and future educational leaders.

Transition to shared power

Latina and Latino school leaders must be prepared and mentored to be successful in these endeavors. The presence of Latina and Latino school leaders able to mentor and support each other will help make the transition to "shared power" efficient and enduring.

References

Bordas, J. (2001). "Latino Leadership: Building a Humanistic and Diverse Society." Journal of Leadership Studies.

CDE (2006). Enrollment in California public schools by ethnic designation 2004-05.

Dreher, G.F. and T.H. Cox (1996). "Race, gender, and opportunity: A study of compensation attainment and the establishment of mentoring relationships." Journal of Applied Psychology.

Magdaleno, K.R. (2004). "Lending a Helping Hand: Mentoring Latina and Latino Leaders Into the 21st Century." Educational Leadership. Los Angeles, UCLA.

Marin, G. and B.V. Marine (1991). Research with Hispanic populations. Newbury Park: Sage Publications.

RELATED ARTICLE: What program proteges say about CALSA.

Although the CALSA Administrator Mentoring Program has experienced its share of challenges over the last two years, program participants continue to speak highly of its effect on them, both professionally and personally. Outcomes to date, as a result of six-month and end-of-year assessments, include the following comments from program proteges:

"I have learned an enormous amount from sharing personal stories and experiences, including things that I should not do and some potholes I have been able to avoid."

"I've learned to evaluate and analyze who I am compared to the opportunity before me."

"I've learned to recognize who the key players are, to keep superiors and other decision-makers aware of my activities, to know when to ask for help, not to burn bridges, and that relationships are key."

"I've learned to continue listening to and observing other leaders."

"I've learned to be introspective and sure about wanting the position."

Other benefits from the mentoring relationship

Participants report additional benefits from this reentering relationship. They say they have:

* Learned how to network;

* Learned how to successfully leave a position through the development of an exit plan;

* Identified areas of growth;

* Learned how to work through difficult situations;

* Gained a confidante/advocate/sounding board;

* Learned more about the concept of racial congruence;

* Been able to speak with other proteges and mentors; and

* Known there is a formal support network out there for them.

One protege said, "My mentor is an extremely visible, busy ACSA member and superintendent. Yet, I have always felt like I am a priority when I e-mail, telephone or visit him."

Kenneth R. Magdaleno is assistant professor, Kremen School of Education and Human Development, at the California State University, Fresno Department of Educational Research and Administration.