# data[].attributes.body
Ballysingh et al., (2017) argue that, “exposure to diverse mentors is an important element to academic success, post graduate aspirations and preparation” (p. 224). Since LatinX administration and faculty members are more likely to have experienced issues and conditions related to their cultural identity and racial group, they are more likely to serve as role models, agents of change, and advocates for the empowerment and advancement of LatinX students. Martinez et al., (2017) speak on the disadvantages of students who do not have access to institutional agents, “they can experience limited or no access to dominant capital which include access to accurate and timely information, connections with knowledge and helpful individuals on campus, understanding the availability of and how to utilize campus resources among related institutional connections that are crucial to successfully navigate their institution” (p. 158).

# data[].attributes.body
I love my career and what I do! Education and helping others in their path to better themselves is what drives my efforts and initiatives. I am an scholar, an advocate, and a firm believer of the transformational power of education.

My Four Core Values: Honest, Competent, Inspiring, and Forward-looking. Deeds are far greater than words. I love taking risks and challenges and rolling up my sleeves and walk the talk.
Came to the U.S. at 19 years old. Raised by a single mom. Minoritized, first-generation student with no High School diploma. I started with ESL classes and Adult Basic Education. Currently pursuing a Doctor of Education degree.

I use my personal story and success about the hardships and struggles faced by minoritized, first-generation, low-income, single-parent raised students in my efforts to encourage, empower, and improve people's lives through education, learning, and knowledge.
Always open and eager for new challenges, ideas, innovative ways, risks, and adventures. Drop me a line if my profile caught your eye.

# data[].attributes.body
Social leadership leaders work tirelessly to eradicate the permeated racism and inequalities that have been embedded in our institutions.
They advocate and raise awareness on the policies, practices, curriculum, and conditions that allow inequality to exist. They question structures, systems, and hierarchies that contribute to generate and continue inequities.
They lead with passion and and unshakable commitment to their ideals. They are humble, forward-thinker, honest, and inspiring. Their drive is the well-being of the undeserved, underrepresented, and uneducated.

# data[].attributes.body
Do not back down! Educators must have an unwavering attitude and unshakable character. We cannot be intimidated, coerced, or blackmailed  into doing something unethical, illegal, or into not taking any action as a result of fear.
Weiner (2003) refers to transformative leaders and gives an accurate description:

They must be willing to take risks, form strategic alliances, to learn and unlearn their power, and reach beyond a fear of authority towards a concrete vision of the work in which oppression, violence, and brutality are transformed by a commitment to equality, liberty, and democratic struggle (as cited on Shields, 2010, p. 570).

# data[].attributes.body
We cannot treat everybody the same regardless of their skin color, race, culture, or ethnicity. Using a colorblind approach does not allow many people to see the disadvantages, inequalities, and struggles that many Non-Whites folks experience. By using colorblindness approaches, we deny racial experiences, cultural heritage, and we may invalidate one's own unique experiences

# data[].attributes.body
Higher education, although culpable for the remanufacturing of racism/White supremacy, can also exist and serve as contested space in which scholars of color and all committed to racial justice can galvanize to influence the future and its role within society. Patton (2016)

It is our role as educators to use our voices, our social capital and network to shape the landscape and policies that affect the institutions, students, and communities we all serve. We must use transformative knowledge and leadership to challenge existing oppressing models and change the racial climate and divisive nature of dominant status quo.

# data[].attributes.body
In the words of Cooper (2009), a cultural worker is:

An educator who validates and draws upon knowledge that is critical, multicultural and interdisciplinary. She or he recognizes and cultivates cultural capital among culturally and linguistically diverse students and families; forges collaborative relationships with community members; and shares leadership while forming alliances with those who hold a similar vision of equity and inclusiveness. A transformative educational leader who maintains political clarity, demonstrates courage, and takes risks to advance social justice (p. 186).

A cultural worker then is the definition and embodiment of social justice leadership at work. Leaders that model the way, move and shake, and above all things, are disturbed by the equality struggles and issues which leads to immediate action.

# data[].attributes.body
We can't simply  stand and watch! We must engage in action. Otherwise, we become complicit of the oppression caused by Racism and Inequality.

# data[].attributes.body
Leadership for social justice investigates and poses solutions for issues that generate and reproduce societal inequalities (Dantley & Tillman, p. 19).

As educators, our commitment goes beyond learning. We are responsible for what happens outside of the classroom. The challenges and issues affecting our students, that may be invisible to our naked eye, could be a vital factor in the retention, completion, and success of our students. Do we have the right conditions and services in place?

# data[].attributes.body
Quite often, the work towards more equitable environments and conditions arise in conflict. Educators could benefit from using Principled Negotiation with policymakers, administrators, and other key people that may represent an ally or an obstacle in their efforts.

Principled Negotiation is based on Four Core concepts:
1. Separate people from the problem.
2. Focus on interest, not positions.
3. Invent options for mutual gain
4. Use objective criteria

# data[].attributes.body
Social Justice leaders and educators cannot do this work alone. Collaborative communities, Communities of Learning, and School Partnerships are needed to produce change. We must enlist the help of others, especially those directly affected by Racism and Inequality.

True school-family partnerships have the potential to not only empower families to help ensure their children's academic success, they can also enhance leaders' effort to promote student learning and transform the culture of school communities (Cooper, p. 173).

# data[].attributes.body
Bolman, Lee & Deal, Terrence. (2017). Reframing organizations: artistry, choice, and leadership. New York, NY: Jossey-Bass.
Collins, J. C. (2001). Good to great: Why some companies make the leap-- and others don't. New York, NY: HarperCollins
Eaker, D. & Sells, D. (2016). A new way: introducing higher education to professional learning communities at work. Bloomington, IN: Solution Tree Press.
Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge workbook. Hoboken, NJ: John Wiley & Sons.
Oakes, J., Lipton, M., Anderson, L., & Stillman, J. (2013). Teaching to change the world. Boulder, Colorado: Paradigm Publishers.

# data[].attributes.body
To eliminate or reduce the negative impact created by inequity.
To not treat everybody the same, but to provide the adequate resources, tools, treatment, and services based on one's unique needs and struggles.

# data[].attributes.body
Educators are morally bound to do that is best for the population they serve.
Social Justice leaders must touch people to their core. They have to tap emotions, appeal to their values, and respond to those connections because it is important to both (Sergiovanni, p. 270). We cannot ignore and choose to overlook. When duty calls, duty calls.

# data[].attributes.body
What we are trying to change:
The system and structures that have permeated and established the need for our work and efforts.

# data[].attributes.body
Master the Five Practices:

Model the Way
Inspire Vision
Challenge the Process
Enable Others to Act
Encourage the Heart

Educators constantly should aim to improve their leadership skills. Kouzes and Posner's Leadership Challenge offers ways to grow as a servant, transformative leader.

# data[].attributes.attachment_link.title
PNTV: The Leadership Challenge by James Kouzes and Barry Posner